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  • 1.
    Byström, Katriina
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Nielsen, Marianne Lykke
    Pharo, Nils
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Conceptions of task as a methodological issue: Scandinavians on information seeking and retrieval research2004Conference paper (Other academic)
  • 2.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    An Inside View: Credibility in Wikipedia from the Perspective of Editors2010In: Information Research: Special supplement: Proceedings of the Seventh International Conference on Conceptions of Library and Information Science, London 21-24 June, 2010, University of Sheffield , 2010Conference paper (Refereed)
    Abstract [en]

    Introduction. The question of credibility in participatory information environments, particularly Wikipedia, has been much debated. This paper investigates how editors on Swedish Wikipedia consider credibility when they edit and read Wikipedia articles. Method. The study builds on interviews with 11 editors on Swedish Wikipedia, supported by a document analysis of policies on Swedish Wikipedia. Analysis. The interview transcripts have been coded qualitatively according to the participants' use of Wikipedia and what they take into consideration in making credibility assessments. Results. The participants use Wikipedia for purposes where it is not vital that the information is correct. Their credibility assessments are mainly based on authorship, verifiability, and the editing history of an article. Conclusions. The situations and purposes for which the editors use Wikipedia are similar to other user groups, but they draw on their knowledge as members of the network of practice of wikipedians to make credibility assessments, including knowledge of certain editors and of the MediaWiki architecture. Their assessments have more similarities to those used in traditional media than to assessments springing from the wisdom of crowds.

  • 3.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Format Agnostics or Format Believers? How Students in High School Use Genre to Assess Credibility2009In: ASIS&T 09, Proceedings of the 72th Annual Meeting, volume 46, 2009Conference paper (Other academic)
  • 4.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Negotiating the role of sources: Educators' conceptions of credibility in participatory media2012In: 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.

  • 5.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    New media in the classroom: Challenged notions and transformed practices?2011Conference 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.

  • 6.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Debating Credibility: The Shaping of Information Literacies in Upper Secondary School2011In: 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.

  • 7. Haider, Jutta
    et al.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Beyond the legacy of the Enlightenment? Online encyclopaedias as digital heterotopias.2010In: First Monday, ISSN 1396-0466, E-ISSN 1396-0466, Vol. 15, no 4Article in journal (Refereed)
    Abstract [en]

    This article explores how we can understand contemporary participatory online encyclopaedic expressions, particularly Wikipedia, in their traditional role as continuation of the Enlightenment ideal, as well as in the distinctly different space of the Internet. Firstly we position these encyclopaedias in a historical tradition. Secondly, we assign them a place in contemporary digital networks which marks them out as sites in which Enlightenment ideals of universal knowledge take on a new shape. We argue that the Foucauldian concept of heterotopia, that is special spaces which exist within society, transferred online, can serve to understand Wikipedia and similar participatory online encyclopaedias in their role as unique spaces for the construction of knowledge, memory and culture in late modern society.

  • 8. Haider, Jutta
    et al.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Wikipedia, heterotopi och versioner av kulturella minnen2011In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 11, no 3Article in journal (Other academic)
    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.

  • 9. Hansson, Joacim
    et al.
    Hedemark, Åse
    Kjellman, Ulrika
    Lindberg, Jenny
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Nolin, Jan
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Sundin, Olof
    Wisselgren, Per
    Profession, Utbildning, Forskning: Biblioteks- och informationsvetenskap för en stärkt bibliotekarieprofession2018Book (Other academic)
  • 10. Hedemark, Åse
    et al.
    Hedman, Jenny
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Speaking of users: On User Discourses in the Field of Public Libraries2005In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 10, no 2Article in journal (Refereed)
  • 11.
    Hedman, Jenny
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Att lära informationssökning för yrkeslivet: Om bibliotekarier, lärare och sjuksköterskor2009In: Informationskompetenser: Om lärande i informationspraktiker och informationssökning i lärandepraktiker / [ed] Jenny Hedman, Anna Lundh, Carlsson , 2009, p. 133-158Chapter in book (Other academic)
  • 12.
    Johannisson, Jenny
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Putting Discourse to Work: Information Practices and the Professional Project of Nurses2007In: Library quarterly, ISSN 0024-2519, E-ISSN 1549-652X, Vol. 77, no 2, p. 199-218Article in journal (Refereed)
    Abstract [en]

    This article contributes to discourse-oriented, information-seeking research by showing how discourses, from a neopragmatist perspective, can be explored as tools that people employ when they actively engage in information practices in varied social contexts. A study of nurses and the nursing profession in Sweden is used as an empirical example of such a context, which is in the article understood as a community of justification. The nurses' accounts of information practices are further analyzed as expressions of their use of discourses as tools in the promotion of specific interests as to what the nursing profession should be. The analysis shows how the science-oriented medical discourse and the holistically oriented nursing discourse are two tools employed in the nurses' accounts of their information practices. In these discourses, which operate at both a workplace and an occupational level, a key component is what nurses consider to be relevant information.

  • 13.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Teaching information seeking: relating information literacy education to theories of information behaviour2006In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 12, no 1Article in journal (Refereed)
  • 14.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Talja, Sanna
    Lundh, Anna (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Teoretiska perspektiv på informationskompetens (Theoretical perspectives of Information Literacy)2009In: Informationskompetenser: om lärande i informationspraktiker och informationssökning i lärandepraktiker. [Information literacies: on learning in information practices and information seeking in learning practices], Stockholm: Carlssons , 2009, p. 36-65Chapter in book (Other academic)
  • 15.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Talja, Sanna
    University of Borås, Swedish School of Library and Information Science.
    Three Theoretical Perspectives on Information Literacy2012In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 11, no 2, p. 93-130Article in journal (Refereed)
    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.

  • 16.
    Lundh, Anna
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Lärare och informationskompetens: Från utbildningspraktik till yrkespraktik2006In: Dansk biblioteksForskning : tidsskrift for informations- og kulturformidling, ISSN 1604-7869, E-ISSN 1901-1040, Vol. 2, no 3, p. 5-14Article in journal (Refereed)
  • 17.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Användarundervisning inför informationssökning i yrkeslivet. En kunskapsöversikt2004In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 7, no 2, p. 265-321Article in journal (Other academic)
  • 18.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Information Practices in Professional Life2008Conference paper (Other academic)
    Abstract [en]

    This keynote concerns social aspects of information seeking and use in professional life and how these are made explicit in information practices. In particular, the keynote focuses on how professionals’ activities in relation to information artefacts, as well as the artefacts in themselves, are socially constructed in context-bound practices. Arguments in favour of an interest in peoples’ information practices rather than in their information seeking and use seen as a cognitive phenomenon are put forward. The LIS concept of cognitive authority is used in relation to the epistemological position of pragmatism. Examples are taken primarily from the author’s empirical research on nurses. The presentation concludes with a call for an increased interest in the materiality of information seeking and use by proposing important research questions for the future.

  • 19.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Informationskompetence, ikt og bibliotekarers professionelle ekspertise2006In: Bibliotekarerne: en profession i et felt af viden, kommunikation og teknologi / [ed] Trine Schreiber, Hans Elbeshausen, Samfundslitteratur , 2006, p. 77-96Chapter in book (Other academic)
  • 20.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Informationsstrategier och yrkesidentiteter: en studie av sjuksköterskors relation till fackinformation vid arbetsplatsen2003Doctoral thesis, monograph (Other academic)
  • 21.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Janitors of Knowledge: Constructing Knowledge in the Everyday Life of Wikipedia Editors2011In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 67, no 5, p. 840-862Article in journal (Refereed)
    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.

  • 22.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Kvalitativa intervjuer i bibliotek og informasjonsfaglig forskning.2003Other (Other academic)
  • 23.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Negotiations on information-seeking expertise: A study of web-based tutorials for information literacy2008In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 64, no 1, p. 24-44Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to show how different approaches to information literacy, such as are mediated through web-based tutorials, are used as tools in negotiating the information-seeking expertise of university librarians. Design/methodology/approach – A textual analysis of 31 web-based Scandinavian tutorials for information literacy has been conducted. The similarities and differences identified are analysed as linguistic expressions of different approaches to information literacy. The approaches are seen as constructions based on a dialogue between the empirical data and the theoretical departure points. Findings – Four approaches to information literacy emerge in the results: a source approach, a behaviour approach, a process approach, and a communication approach. The approaches entail different perspectives on information literacy. They impart diverging understandings of key concepts such as “information”, “information seeking” and the “user”. Practical implications – A reflective awareness of different approaches to information literacy is important for both researchers and LIS practitioners, since the approaches that come into play have practical consequences for the operation of user education. Originality/value – The present study supplements the information literacy research field by combining empirical findings with theoretical reflections.

  • 24.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Professional information and the development of the nursing profession2003Conference paper (Other academic)
  • 25.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Professionell kunskap i yrkespraktiken: en diskussion2001Conference paper (Other academic)
  • 26.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Towards an Understanding of Symbolic Aspects of Professional Information: an Analysis of the Nursing Knowledge Domain2003In: Knowledge organization, ISSN 0943-7444, Vol. 30, no 3/4, p. 170-181Article in journal (Other academic)
  • 27.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Webbaserad användarundervisning: ett forum för förhandlingar om bibliotekariers professionella expertis2005In: HumanIT, ISSN 1402-151X, Vol. 7, no 3, p. 109-168Article in journal (Other academic)
  • 28.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Förändrade kunskapsformer och förnyade informationskompetenser i gymnasieskolan2011In: 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.

  • 29.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    In Search of Credibility: Pupils' Information Practices in Learning Environments2009In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 14, no 4Article in journal (Refereed)
    Abstract [en]

    Introduction. We aim to create an in-depth understanding of how pupils in upper secondary school negotiate the credibility and authority of information as part of their practices of learning. Particular focus is on the use of user-created resources, such as Wikipedia, where authorship is collective and/or hard to determine. Method. An ethnographic study was conducted in an upper secondary school class. Methods included observation, group interviews and information seeking diaries in the form of blogs. Analysis. The empirical material from the class room study was categorised and aggregated into five themes, which emerged as a result of the interplay between the empirical material and a perspective based in socio-cultural theory. Results. The pupils make credibility assessments based on methods developed for traditional media where, for instance, origin and authorship are important. They employ some user-created sources, notably Wikipedia, because these are easily available, but they are uncertain about when these sources should be considered credible. Conclusions. In an increasingly diverse media world, pupils' credibility assessments need to be informed by a socio-technical understanding of sources which takes both social and material aspects into account. The diversity of resources requires that pupils assess credibility for the particular situation in which they use information.

  • 30.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Andersen, Jack
    Lundh, Anna (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Materialitet och remediering: konsekvenser för informationskompetens2009In: Informationskompetenser: om lärande i informationspraktiker och informationssökning i lärandepraktiker, Carlsson , 2009, p. 181-206Chapter in book (Other academic)
  • 31.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Practicing Information Literacy in the Classroom: Policies, Instructions, and Grading2011In: 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)
    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.

  • 32.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Haider, Jutta
    Debating Information Control in Web 2.0: The Case of Wikipedia vs. Citizendium2007In: Joining Research and Practice: Social Computing and Information Science / [ed] Andrew Grove, ASIS&T , 2007, Vol. 44Conference paper (Refereed)
  • 33.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Hedman, Jenny
    University of Borås, Swedish School of Library and Information Science.
    Professions and occupational identities2005In: Theories of information behavior / [ed] Karen E. Fisher, Sanda Erdelez, Lynne McKechnie, Medford, N.J. : Information Today , 2005, p. 293-297Chapter in book (Other academic)
  • 34.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Johannisson, Jenny
    University of Borås, Swedish School of Library and Information Science.
    Pragmatism, Neo-pragmatism and Sociocultural Theory: Communicative Participation as a Perspective in LIS2005In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 61, no 1, p. 23-43Article in journal (Refereed)
  • 35.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Johannisson, Jenny
    University of Borås, Swedish School of Library and Information Science.
    The Instrumentality of Information Needs and Relevance2005In: / [ed] F Crestani, I Ruthven,, Glasgow : Springer Verlag , 2005, Vol. 3507, p. 107-118Conference paper (Other academic)
  • 36.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Constructing librarians' information literacy expertise in the domain of nursing2008In: Journal of Librarianship and Information Science, ISSN 0961-0006, E-ISSN 1741-6477, Vol. 40, no 1, p. 21-30Article in journal (Refereed)
    Abstract [en]

    This article investigates negotiations of librarians' expertise in relation to information literacy at the micro-level, specifically in the domain of nursing education. A qualitaitve empirical framework is employed. The study draws on 18 semi-structured interviews, 16 with Swedish nursing students, one with a librarian and one with a nursing professor. Three themes on librarians' expertise emerge in the findings: technical-administrative, information searching and source evaluation expertise. The themes have different foci which are shown to be relatively independent, or dependent on the domain of nursing. The results indicate that it is important for librarians to navigate between two different strands of perceiving information literacy practices, either as generic or as embedded.

  • 37.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Rieh, Soo Young
    Credibility and authority of information in learning environments2008Conference paper (Refereed)
    Abstract [en]

    The objective of the panel is to discuss the credibility and authority of information in learning environments, considering the changed circumstances of digital media. The panelists will use theoretical and empirical examples from their own research on how students at various educational levels construct the credibility and authority of information, both in traditional and digital learning environments. Four related research questions will be addressed by the panelists: What constitutes "credibility" for high school students? What is the relationship between students’ assessment of cognitive authority of information and their learning outcomes of inquiry-based assignments? How are college students' credibility assessment related to their information seeking goals and strategies? How can credibility and authority of information be understood in a sociocultural framework on information literacy? These questions are constantly increasing in importance along with the growth of new and more interactive digital media. Individuals’ responsibility for and capability of critical source evaluation is of significant importance for both information science researchers and professional practitioners. Together, the panel contributes to a more nuanced and deepened understanding of credibility and authority of information in learning environments through the examinations of different empirical settings. The panel therefore wishes, from an information science perspective, to stimulate a continuing discussion and future awareness of these issues. The panel concludes with rich opportunities for discussing the questions addressed with audience participants.

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