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Sundin, Olof
Publications (10 of 39) Show all publications
Hansson, J., Hedemark, Å., Kjellman, U., Lindberg, J., Nolin, J., Sundin, O. & Wisselgren, P. (2018). Profession, Utbildning, Forskning: Biblioteks- och informationsvetenskap för en stärkt bibliotekarieprofession. Stockholm: Kungliga biblioteket
Open this publication in new window or tab >>Profession, Utbildning, Forskning: Biblioteks- och informationsvetenskap för en stärkt bibliotekarieprofession
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2018 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Kungliga biblioteket, 2018. p. 72
Series
Nationell Biblioteksstrategi
National Category
Other Social Sciences not elsewhere specified
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-14360 (URN)978-91-7000-362-2 (ISBN)
Available from: 2018-06-26 Created: 2018-06-26 Last updated: 2018-07-10Bibliographically approved
Hansson, J., Hedemark, Å., Kjellman, U., Lindberg, J., Nolin, J., Sundin, O. & Wisselgren, P. (2018). Profession, Utbildning, Forskning: Biblioteks- och informationsvetenskap för en stärkt bibliotekarieprofession. Stockholm: Kungliga biblioteket
Open this publication in new window or tab >>Profession, Utbildning, Forskning: Biblioteks- och informationsvetenskap för en stärkt bibliotekarieprofession
Show others...
2018 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Kungliga biblioteket, 2018. p. 72
Series
Nationell Biblioteksstrategi
National Category
Other Social Sciences not elsewhere specified
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-15302 (URN)978-91-7000-362-2 (ISBN)
Available from: 2018-11-09 Created: 2018-11-09 Last updated: 2018-11-30Bibliographically approved
Francke, H. & Sundin, O. (2012). Negotiating the role of sources: Educators' conceptions of credibility in participatory media. Library & Information Science Research, 34(3), 169-175
Open this publication in new window or tab >>Negotiating the role of sources: Educators' conceptions of credibility in participatory media
2012 (English)In: Library & Information Science Research, ISSN 0740-8188, E-ISSN 1873-1848, Vol. 34, no 3, p. 169-175Article in journal (Refereed)
Abstract [en]

Participatory media are commonly used in today's society for a variety of purposes. The credibility associated with these media is sometimes contested, and their acceptance into school practices has been debated. Focus group interviews with teachers and librarians in upper secondary schools in Sweden are used to investigate conceptions and experiences of activities involving the critical evaluation of participatory media, with a particular focus on Wikipedia. Three themes are addressed. The first concerns how the teaching of the critical evaluation of sources is organized and comanaged between teachers and librarians. The second describes educators' experiences of print versus digital media, and their worry because students have problems negotiating the information architecture of print media. The third theme deals with conceptions of the credibility of Wikipedia. Four conceptions of credibility are identified: credibility is associated with the control and stability of a source; it is considered to be strengthened when several sources support a claim; it is viewed as situational and partial, rather than absolute; and it is associated with a multiplicity of voices and democratic forms of production. These findings may be used to inform educational activities around credibility and authority in schools by raising self-awareness among educators of various ways to talk about the credibility of sources with both colleagues and students.

Place, publisher, year, edition, pages
Elsevier, 2012
Keywords
information literacy, credibility, teachers, school librarians, participatory media, Wikipedia, Information practices
National Category
Information Studies Pedagogy
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-1296 (URN)10.1016/j.lisr.2011.12.004 (DOI)000305164600003 ()2320/11224 (Local ID)2320/11224 (Archive number)2320/11224 (OAI)
Note

Sponsorship:

Swedish Research Council, dnr 2007–3399

Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-01
Limberg, L., Sundin, O. & Talja, S. (2012). Three Theoretical Perspectives on Information Literacy. Human IT, 11(2), 93-130
Open this publication in new window or tab >>Three Theoretical Perspectives on Information Literacy
2012 (English)In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 11, no 2, p. 93-130Article in journal (Refereed) Published
Abstract [en]

The concept of information literacy refers to purposeful information practices in a society characterized by almost limitless access to information and where information practices in digital environments shape and constitute important elements in most people’s lives in our part of the world. The meaning of the term information literacy varies according to the theoretical lens from which it is approached. Theoretical starting points are not always clearly stated in, for instance, information literacy definitions, standards, research or educational practices. Regardless of whether the underlying theory is made explicit or not, it will nevertheless have a profound impact on the ways in which we teach or research information literacy. This article discusses alternative theoretical understandings of information literacy and their consequences for educational practices. Three theoretical perspectives are presented that represent different understandings of information literacy; phenomenography, sociocultural theory and Foucauldian discourse analysis. According to all three theoretical lenses, information literacy is embedded in and shaped by as well as shaping the context in which it is embedded. In consequence, we propose the notion of information literacies in the plural. The three perspectives offer different insights on information literacies, on both empirical and theoretical levels. However, a sociocultural perspective also involves particular theoretical assumptions about the ways in which digital environments and tools reshape conditions for learning.

Place, publisher, year, edition, pages
Högskolan i Borås, 2012
Keywords
discourse analysis, information literacy, library and information science, phenomenography, sociocultural theory
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-1305 (URN)2320/11290 (Local ID)2320/11290 (Archive number)2320/11290 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-06Bibliographically approved
Francke, H., Sundin, O. & Limberg, L. (2011). Debating Credibility: The Shaping of Information Literacies in Upper Secondary School. Journal of Documentation, 67(4), 675-694
Open this publication in new window or tab >>Debating Credibility: The Shaping of Information Literacies in Upper Secondary School
2011 (English)In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 67, no 4, p. 675-694Article in journal (Refereed)
Abstract [en]

Purpose - The article concerns information literacies in an environment characterised by the two partly competing and contradictory cultures of print and digital. The aim is to provide a better understanding of the ways in which students assess the credibility of sources they use in school, with a particular interest in how they treat participatory genres. Design/methodology/approach - An ethnographic study of a school class’s project work was conducted through observations, interviews, and log books in blog form. The analysis was influenced by a socio-cultural perspective. Findings - The study provides increased empirically based understanding of students’ information literacy practices. Four non-exclusive approaches to credibility stemming from control, balance, commitment, and multiplicity were identified. Originality/value - The study adds to the understanding of how credibility is assessed in school environments with a particular focus on how digital and participatory genres are treated.

Place, publisher, year, edition, pages
Emerald, 2011
Keywords
credibility, information literacy, socio-cultural perspective, participatory media, students, upper secondary school, Informationskompetens
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-3134 (URN)2320/8351 (Local ID)2320/8351 (Archive number)2320/8351 (OAI)
Note

Sponsorship:

Swedish Research Council, dnr 2007-3399

Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-01
Sundin, O. & Francke, H. (2011). Förändrade kunskapsformer och förnyade informationskompetenser i gymnasieskolan. In: Resultatdialog 2011: (pp. 149-155). Vetenskapsrådet
Open this publication in new window or tab >>Förändrade kunskapsformer och förnyade informationskompetenser i gymnasieskolan
2011 (Swedish)In: Resultatdialog 2011, Vetenskapsrådet , 2011, p. 149-155Chapter in book (Other academic)
Abstract [sv]

En medievärld i förändring och ett ökat individuellt ansvar för sökning, värdering och sammanställning av information i skolan väcker frågor om hur elever, lärare, skolbibliotekarier och deltagare i sociala medier hanterar källkritiska frågor och trovärdighet. I våra studier av klassrumsaktiviteter och av deltagande i Wikipedia framkommer en komplex relation mellan preferenser för förhandsgranskade, stabila källor och för den mångfald av ståndpunkter som kommer till uttryck och förhandlas fram på Internet.

Place, publisher, year, edition, pages
Vetenskapsrådet, 2011
Keywords
gymnasieskolan, wikipedia, Biblioteks- och informationvetenskap, informationskompetens, källkritik, trovärdighet
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-5051 (URN)2320/10163 (Local ID)978-91-7307-199-4 (ISBN)2320/10163 (Archive number)2320/10163 (OAI)
Funder
Swedish Research Council, 2007-3399
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2018-02-04Bibliographically approved
Sundin, O. (2011). Janitors of Knowledge: Constructing Knowledge in the Everyday Life of Wikipedia Editors. Journal of Documentation, 67(5), 840-862
Open this publication in new window or tab >>Janitors of Knowledge: Constructing Knowledge in the Everyday Life of Wikipedia Editors
2011 (English)In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 67, no 5, p. 840-862Article in journal (Refereed) Published
Abstract [en]

Purpose - The aim of this article is to explore how trustworthy knowledge claims in Wikipedia are constructed by focusing on the everyday practices of Wikipedia editors. The article focuses particularly on the role of references to external sources for the stabilisation of knowledge in Wikipedia. Design/methodology/approach - The study is inspired by online ethnography. It includes eleven Wikipedia editors, together with the sociotechnical resources in Wikipedia. The material was collected through interviews, online observations, web documents and discussions, and e-mail questions. The analysis was carried out from a perspective of science and technology studies (STS). Findings - Wikipedia can be regarded as a laboratory for knowledge construction in which the already published is being recycled. The references to external sources anchor the participatory encyclopaedia in the ecology of established media and attribute trust to the knowledge published. The policy on Verifiability is analysed as an obligatory passage point to which all actors have to adjust. Active Wikipedia editors can be seen as akin to janitors of knowledge, as they are the ones who, through their hands-on activities, keep Wikipedia stable. Originality/value - The study develops an innovative understanding of the knowledge construction culture in one of the most popular sources for information on the internet. By highlighting the ways in which trust is established in Wikipedia, a more reflexive use of the participatory encyclopaedia is made possible. This is of value for information literacy training.

Place, publisher, year, edition, pages
Emerald, 2011
Keywords
knowledge production, trustworthiness, STS, wikipedia, Informationskompetens
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-3136 (URN)10.1108/00220411111164709 (DOI)2320/8385 (Local ID)2320/8385 (Archive number)2320/8385 (OAI)
Note

early cite version

Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-01Bibliographically approved
Francke, H. & Sundin, O. (2011). New media in the classroom: Challenged notions and transformed practices?. In: : . Paper presented at Information: Interactions and impact (i3), Aberdeen, 20-23 June 2011. Robert Gordon University
Open this publication in new window or tab >>New media in the classroom: Challenged notions and transformed practices?
2011 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The focus for this paper is how information literacy is taught and practiced in Swedish upper secondary schools. Special attention is paid to the critical evaluation of the credibility and the authority of documents, which has been identified as a particularly difficult topic for students. The aim of the paper is to present an investigation of information literacy conceptions that are expressed in syllabuses and by teachers and librarians in the Swedish upper secondary school and how conceptions are translated into educational practice.

Place, publisher, year, edition, pages
Robert Gordon University, 2011
Keywords
information literacy, upper secondary school, teachers, school librarians, credibility, wikipedia, Informationskompetens
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-6580 (URN)2320/8350 (Local ID)2320/8350 (Archive number)2320/8350 (OAI)
Conference
Information: Interactions and impact (i3), Aberdeen, 20-23 June 2011
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-01-24Bibliographically approved
Sundin, O., Francke, H. & Limberg, L. (2011). Practicing Information Literacy in the Classroom: Policies, Instructions, and Grading. Dansk biblioteksForskning : tidsskrift for informations- og kulturformidling, 7(2/3), 7-17
Open this publication in new window or tab >>Practicing Information Literacy in the Classroom: Policies, Instructions, and Grading
2011 (English)In: Dansk biblioteksForskning : tidsskrift for informations- og kulturformidling, ISSN 1604-7869, E-ISSN 1901-1040, ISSN 1604-7869, Vol. 7, no 2/3, p. 7-17Article in journal (Refereed) Published
Abstract [en]

This article aims to understand the challenges involved in assigning information literacy meaning in classroom practices of teaching and assessing both credibility evaluations in particular and information literacy generally. A qualitative study has been conducted in two Swedish upper secondary school classes with pupils in the Social Science Programme’s school year 11. The study provides an inside view on the challenges that educators meet in contemporary schools in a changing media landscape, which, to an increasing degree, invites ordinary users to become producers of information and its organisation. Various ways of making information literacy in general, and critical evaluation of sources in particular, into an object of teaching are discussed, and an influential discourse in relation to credibility is identified, which is a discourse of control. The study concludes that educators need to revisit traditional criteria for the critical evaluation of sources in order to gain increased reflexivity when it comes to evaluating the credibility of sources.

Place, publisher, year, edition, pages
Det Informationsvidenskabelige Akademi, 2011
Keywords
information literacy, credibility, upper secondary school, Biblioteks- och informationsvetenskap
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-1198 (URN)2320/10087 (Local ID)2320/10087 (Archive number)2320/10087 (OAI)
Funder
Swedish Research Council, 2007-3399
Note

Sponsorship:

This study was conducted within the project Expertise, Authority and Control on the Internet (EXACT) funded by the Swedish Research Council, dnr 2007-3399.

Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-12-01Bibliographically approved
Haider, J. & Sundin, O. (2011). Wikipedia, heterotopi och versioner av kulturella minnen. Human IT, 11(3)
Open this publication in new window or tab >>Wikipedia, heterotopi och versioner av kulturella minnen
2011 (Swedish)In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 11, no 3Article in journal (Other academic) Published
Abstract [en]

This article proposes a view of contemporary online encyclopaedias, specifically Wikipedia, as digital heterotopias. For this the article draws together studies on encyclopaedic expressions throughout history with Foucault's notion of heterotopia, i.e. actually existing utopias or 'other', particular spaces that exist besides society's regular spaces and which work according to their own rules. Furthermore, the article investigates Wikipedia as an archive for our cultural memory in its different – and often contested - versions. Participatory online encyclopaedias are hence framed as continuation of an Enlightenment ideal as well as distinct networked spaces that are made possible through the affordances of the Internet.

Keywords
foucault, wikipedia, encyklopedier, Informationskompetens, heterotopi
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-3137 (URN)2320/8386 (Local ID)2320/8386 (Archive number)2320/8386 (OAI)
Note

In press. Bearbetad översättning av artikel i tidskriften First Monday.

Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2017-11-19Bibliographically approved
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