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Published on: October 24, 2019
Exploring librarians' practices when teaching advanced searching for knowledge synthesis: results from an online
Glyneva Bradley-Ridout1, Robin Parker2, Lindsey Sikora3
1glyneva.bradley.ridout@utoronto.ca, Liaison & Education Librarian, Gerstein Science Information Centre, University of Toronto, Toronto, ON.
Academic librarians teach various topics for knowledge synthesis projects, primarily using lectures and live demonstrations. Formal pedagogical approaches are rarely reported, suggesting an opportunity for enhanced instructional strategies in health sciences education.
Area of Science:
- Health Sciences Librarianship
- Information Literacy Instruction
- Knowledge Synthesis Pedagogy
Background:
- Limited research exists on librarian instructional practices for knowledge synthesis projects.
- Academic health sciences librarians play a crucial role in supporting students undertaking these complex research endeavors.
Purpose of the Study:
- To identify topics, approaches, and resources used by librarians teaching knowledge synthesis searches.
- To understand group instructional settings for comprehensive literature searches.
Main Methods:
- Exploratory-descriptive study design.
- Online survey data collection with 31 questions.
- Analysis of responses from 74 eligible academic health sciences librarians.
Main Results:
- Common motivations include student learning and curriculum needs.
- Single-session seminars, lectures, and live demonstrations are popular teaching methods.
- Librarians teach various stages of the review process, not just searching.
Conclusions:
- Librarian-led training covers a range of knowledge synthesis topics.
- Instructional approaches like gamification are underutilized.
- Formal pedagogical frameworks are infrequently reported, indicating potential for improvement.
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