Malmö University Publications
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  • 1. Erlandsson, Therez
    et al.
    Magnusson, Jenny
    Malmö högskola, Library and IT Services (BIT).
    Rasmussen, Helen
    Malmö högskola, Library and IT Services (BIT).
    Vall, Martina
    Malmö högskola, Library and IT Services (BIT).
    Wilhelmsson, Hanna
    Malmö högskola, Library and IT Services (BIT).
    Zaar, Jessica
    Malmö högskola, Library and IT Services (BIT).
    Studenter som medskapare av undervisning i att söka, samla och värdera information2015Report (Other academic)
    Abstract [sv]

    Denna rapport redogör för ett pedagogiskt utvecklingsprojekt som biblioteket på Malmö högskola genomfört under 2014 om studenter som medskapare av undervisning i informationssökning. Projektet har tilldelats pedagogiska utvecklingsmedel från utbildningsberedningen. Syftet med projektet har varit att utveckla metoder för att ta tillvara studenternas erfarenheter och tidigare kunskaper för att stödja deras informationssökning. Vi har velat undersöka på vilka sätt studenterna aktivt kan involveras i undervisningen genom att titta på olika former av brukarinvolvering. Utgångspunkten har varit att ökad delaktighet leder till en djupare förståelse hos studenterna för sitt eget lärande, men också en ökad insikt hos undervisande bibliotekarier för studenternas kontext. En av slutsatserna är att för att lyckas med studentinvolvering krävs en deltagarkultur där det faktiskt är möjligt att påverka. Brukarinvolvering handlar inte bara om metoder, utan det handlar även om att alla inblandade har en inställning som stödjer ökad studentdelaktighet.

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  • 2.
    Magnusson, Jenny
    et al.
    Malmö högskola, Library and IT Services (BIT).
    Malmberg, Claes
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Pramgård, Ann-Britt
    Stenberg, Ewa
    Wilhelmsson, Hanna
    Malmö högskola, Library and IT Services (BIT).
    Tapia Lagunas, Pablo
    Malmö högskola, Library and IT Services (BIT).
    Vad är utbildning på vetenskaplig grund?: ett samarbetsprojekt mellan Centrum för akademiskt lärarskap och Bibliotek & IT2014Report (Other academic)
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  • 3.
    Magnusson, Jenny
    et al.
    Malmö University, Malmö University Library.
    Rasmussen, Helen
    Malmö University, Malmö University Library.
    Engström Henriksson, Marie
    Malmö University, Faculty of Health and Society (HS), Department of Social Work (SA).
    Mot gemensamt mål för ökad kvalitet: Socionomutbildning och bibliotek i samverkan2021In: ABSTRACTS LÄRARLÄRDOM 2021: "Framtidens lärarroll", 2021Conference paper (Other academic)
    Abstract [sv]

    Jag skulle även behöva diskutera med er kring tankar inför en kurs som vi gör ompå termin 4, Socionomutbildningen. Det handlar om ett fördjupningsarbete där vi vill att det skall ingå mer systematisk träning i litteratursökning. Kan vi boka ett litet möte?

    Detta mail var starten på ett förnyat och välfungerande samarbete mellan universitetsbiblioteket och socionomutbildningen på Malmö universitet.

    En utgångspunkt var att lärarna såg att studenterna hade svårigheter med avsnittet tidigare forskning i sina uppsatser. Hur skulle lärarna och bibliotekarierna samverka för att utveckla studenternas förmåga att söka, värdera och använda vetenskapliga texter och därmed stärka forskningsanknytningen och kvalitéten i studenternas uppsatser?

    För att ge studenterna möjlighet att, i progression, utveckla dessa förmågor omarbetades kursplanenfördetförstasjälvständigaarbetetpåtermin4. Lärandemålochlärandeaktiviteter kring litteratursökning förstärktes. Studenterna genomför nu en litteraturstudie där aktuellt kunskapsläge med relevans för valt problemområde ska beskrivas. Metoden för att fånga in relevant forskning är systematisk litteratursökning. Litteratursökning som metod har därmed getts större utrymme i kursen.

    Bibliotekets medverkan och stöd har integrerats tydligare i utbildningen. Detta genom ett upplägg med en skräddarsydd digital läranderesurs som fokuserar på att vägleda studenterna genom en strukturerad sökprocess samt uppföljande träffar där studenterna får vägledning i sin litteratursökning. Den digitala läranderesursen introduceras grundligt vid kursstart som ett verktyg för att uppnå kursens lärandemål.

    Har förändringsarbetet och samverkan med biblioteket lett till ökad kvalitet istudenternas uppsatser? Ett resultat är att studenterna blivit bättre på systematisk litteratursökning och dokumentation av densamma. Det nuvarande upplägget har också bidragit till att studenterna har blivit säkrare på något som tidigare varit svårt, att skilja på vad som är tidigare forskning respektive teori.

    Medverkande bibliotekarier och kursansvarig kommer att dela med sig av erfarenheter och faktorer som bidragit till ett lyckat samarbete med studenternas lärande i fokus.

  • 4.
    Magnusson, Jenny
    et al.
    Malmö högskola, Library.
    Zaar, Jessica
    Malmö högskola, Library.
    Tosting, Åsa
    Malmö högskola, Library.
    Improving information literacy instruction through reflection2017Conference paper (Other academic)
    Abstract [en]

    Improving information literacy instruction through reflection! Keywords: teaching, reflection, improvement Reflective teaching is highlighted as a way to become a reflective practitioner; to learn and improve practice through reflection. The value of reflection in improving teaching is well documented. Research concludes that while reflective teaching may present some difficulties, its benefits lead to a teacher's success in the classroom (Goodsett, 2014). This poster aims to illustrate how Malmö University library works with reflective teaching as a way to improve quality and evaluate our information literacy instruction. There are many different methods of reflective teaching. We chose to focus on a model based on self-reflecting through a reflective teaching form. The model is based on setting aside time to reflect on what happened during the session, identifying problems and development areas and reflections of what you would do differently next time. What we did was to develop an assessment form, inspired by Radcliff et al (2007), for us librarians to fill out and save after each information literacy instruction session. The assessment form consists of questions that we have identified as important to reflect on to be able to improve our teaching. For example, one of the questions encourages us to think of ways to make the students more active and involved. We have experienced that using the form helps us to take this minimal extra time to reflect and it also helps us formalize, structure, save and share our reflections. In addition to filling out the forms individually, we have used our reflections to discuss our thoughts with colleagues and learned from each other. We have also shared our reflections with teachers at the university that we collaborate with. Right now we are evaluating the use of the assessment form. In the poster we will share our results, experiences and what we have learned from working with reflective teaching. References: Goodsett, M. (2014). Reflective Teaching: Improving Library Instruction Through Self-Reflection, Southeastern Librarian, 62(3), ss. 12-15. Radcliff, C J. (2007). A practical guide to information literacy assessment for academic librarians. Westport, Conn.: Libraries Unlimited.

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  • 5.
    Wilhelmsson, Hanna
    et al.
    Malmö högskola, Library and IT Services (BIT).
    Magnusson, Jenny
    Malmö högskola, Library and IT Services (BIT).
    Malmberg, Claes
    Malmö högskola, Faculty of Education and Society (LS), Department of Nature, Environment and Society (NMS).
    Stenberg, Ewa
    Malmö högskola, Library and IT Services (BIT).
    Pramgård, Ann-Britt
    Malmö högskola, Library and IT Services (BIT).
    Tapia Lagunas, Pablo
    Malmö högskola, Library and IT Services (BIT).
    What is education based on scholarship?2013In: Nordic Journal of Information Literacy in Higher Education, E-ISSN 1890-5900, Vol. 5, no 1Article in journal (Other academic)
    Abstract [en]

    According to the Swedish higher education act, higher education should provide courses and programmes based on scholarship - but what does this mean in practice? In this project the library and the Centre for higher education at Malmö University collaborate in order to explore how teachers, librarians and students interact in an education based on scholarship. The purpose of the project is to investigate how education can be designed in order to be "based on scholarship", and thus to improve quality in education, but also to develop the relations between the Centre for higher education and the library at Malmö University. In previous studies we have seen that one of the most common questions students ask in the library concern scholarly texts (Lundgren, 2011), and also how the idea of academisation differ between different departments within the university (Ek, Ideland, Jönsson & Malmberg, 2011). From courses in higher education for teachers at Malmö University we see that the idea of "based on scholarship" can be expressed in many different ways, e.g. by using scholarly literature or through teachers that are also researchers. Thus, students, teachers and librarians are interlinked through this complex question of "based on scholarship". In the project we ask the following questions: How is an education "based on scholarship" perceived? How is an education "based on scholarship" expressed in different educational activities? How (If) do teachers, librarians and students work together with these questions? Does an interdisciplinary environment influence the understanding of scholarship and the activities related to this? We have interviewed teachers (programme responsibles), students and librarians from five different programmes within Malmö University. Respondents were chosen to represent different types of programmes (new professional, semi-professional and traditional social sciences programme). When we have analyzed our interviews we see the following themes: how to integrate education and research, progression, the relationship between research and students' future careers, interdisciplinarity and the role of the library. Our results show that an education based on scholarship is managed differently within the librarian practice, the research practice and the education practice. Members of the different practices identify and participate in research in different ways. We also see that education based on scholarship is often described as reading and using research literature. Both students and teachers think that students develop their critical thinking skills. The students' degree projects are described as important when it comes to integrating research and education. How research can be used in students' future careers is quite unclear. From our results it is obvious that the research within the university departments is invisible for the students. Also students do not participate in research. Some of the most central questions that we see in our study relate to: How the research within the departments can become more visible for students How students, but also teachers and librarians, can be participants in a research community How the research can be fully integrated in education, not only in theory and methodology courses How research can be used and also be visible in students' future careers If the role and competence of the librarian need to change in order to be fully integrated in an education based on scholarship References Ek, A-C., Ideland, M., Jönsson, S. & Malmberg, C. (2011). The tension between marketisation and academisation in higher education. Studies in Higher Education. doi:10.1080/03075079.2011.619656. Lundgren, I. (2011). The student and the information search process: library development using student voices. [PowerPoint-presentation]. Retrieved from http://www.mah.se/Om-Malmo-hogskola/Bibliotek-och-IT/Projekt/Hogskolebibliotekets-roll-i-en-inkluderande-larandemiljo/

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  • 6.
    Wilhelmsson, Hanna
    et al.
    Malmö högskola, Library and IT Services (BIT).
    Rasmussen, Helen
    Malmö högskola, Library and IT Services (BIT).
    Magnusson, Jenny
    Malmö högskola, Library and IT Services (BIT).
    Zaar, Jessica
    Malmö högskola, Library and IT Services (BIT).
    Vall, Martina
    Malmö högskola, Library and IT Services (BIT).
    Erlandsson, Therez
    Tosting, Åsa
    Malmö högskola, Library and IT Services (BIT).
    Students as co-creators: developing methods for increased student participation2015Conference paper (Other academic)
    Abstract [en]

    Letting students take an active part in their education is vital in higher education and there is a lot of research showing that students who are active learners also learn more effectively (eg Biggs & Tang 2011). This poster will illustrate a project where Malmö university library wanted to examine what student activity could mean in the context of information seeking, and where we wanted to involve students more actively in the design of the teaching activities. The project is called ”Students as co-creators of education in seeking, collecting and valuing information – development of methods for higher student participation” and goes on during 2014. We want to see in what ways students can be actively involved in teaching in order to create a deeper understanding within students for their role in their own learning - how can the experiences and knowledge of students contribute to their skills in relation to searching, collecting and valuing information? Within the project we have read articles on user involvement, discussed the literature we have read and we have also visited other organizations that work actively with user participation in order to learn more about different methods that can be used. Inspiration to the methods come from different areas, such as interaction design, city planning and public libraries. In this poster we will tell about our experiences from the project and the different methods we have tested (eg ”idea workshop”), the results we have got and how they influence our teaching about information literacy. The poster will also highlight our experiences from having students in the project group and how this has affected the way we work. Biggs, John B. & Tang, Catherine So-Kum (2011). Teaching for quality learning at university: what the student does. 4., [rev.] ed. Maidenhead: Open University Press

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1 - 6 of 6
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
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