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  • 1.
    Axelsson, Marie-Louise
    et al.
    Linköping University, University Library.
    Brage, Christina
    Linköping University, University Library.
    Gustafsson Åman, Kajsa
    Linköping University, University Library.
    Öström, Magdalena
    Linköping University, University Library.
    MIND THE GAP! ACADEMIC INFORMATION LITERACY VS WORKFORCE INFORMATION LITERACY2017In: 10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2017), IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT , 2017, p. 1508-1518Conference paper (Refereed)
    Abstract [en]

    In 2003 Lloyd [1] noted that there ought to be a shift in thinking by librarians and that this requires librarians to develop partnerships with workplace communities so as to understand the role that information plays in the knowledge economy. Furthermore she stated that it was necessary to develop a new language that is relevant to workplace communities and a language that ties information literacy instruction to authentic situations in the workplace. So how can we as librarians prepare students to engage in the variety of information activities that constitute workplace practice today and how can we better tailor our information literacy instruction to meet those needs in the future? One answer could be to gain an understanding on how information competencies are recognized in workplace settings and what kind of information competencies that employers seek. In this pilot study we address the following questions: Does the concept of information literacy or similar appear in British/American and Swedish job ads? What kind of qualifications are most frequent asked for in job postings? What kind of information skills do employers really look for and how does this match with the skills newly recruits have?

  • 2.
    Brage, Christina
    Linköping University, University Library.
    ASSESSING MASTER STUDENTS CITATION BEHAVIOUR BY MINING REFERENCE LISTS IN THESES.: A PILOT STUDY2015In: ICERI2015 Proceedings. 8th International Conference of Education, Research and InnovationSeville, Spain. 18-20 November, 2015, IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMEN , 2015, p. 8368-8376Conference paper (Refereed)
    Abstract [en]

    Entering at a Master’s level means that the student will encounter a level that is more intellectually demanding and more challenging than before. They need to use information sources in various ways and at this stage it is important that they access research and theory-based literature. A primary sign of quality in good research is that it is founded on well proven sources of theory and previous research, and that it utilizes the proper technique of referencing. In order for the students to acquire sufficient search skills, including how to cite and refer, the library offers information literacy training that is timed to happen at the point of need. This requires that they master the research process being able to pose questions and seek answers, to use and apply techniques and research skills, to analyse data, to review literature and write up results in an academic format appropriate to the discipline. According to Carlson (2006, p15), as student’s progress academically, sources cited should demonstrate students' "growing sophistication and ability to think critically in their chosen discipline." But is this really the case? One way to get a sense of this process is to look at what types of sources the graduate students cite in their theses. This study used citation analysis in order to “mine” reference lists obtained from master theses for assessment purposes. The aim of this study is to investigate what kind of information sources master students use in their theses and the author studied the citation patterns in 36 Master's theses.A total of 2173 references were checked and out of them were 886 (40,7%) journal articles. The students used 479 different journals and 378 of them were peer reviewed. 380 (79,3%) journals were kept by the library. 175 (54,6%) book or book chapters were kept by the library out of the 320 used by the students. They also used other sources such as reports of different kind (11,4%), Web pages (0,6%), Grey literature (0,6%) and conference papers (0,2%) to mention a few. Students used 60 references as an average in their theses.Although the accuracy of the citations was beyond the scope of this study, the author noticed a number of problems such as incomplete citations, inconsistent journal title abbreviations and inconsistent use of citation style formats. The author carried out bibliographic searches in order to rectify any incorrect or incomplete citations and this required extra work to correct, but was also indication that we might alter our information literacy training and emphasise more on citing and referencing.Findings indicate that these graduate students surprisingly seems to prefer scholarly journal articles and books or book chapters. The author had anticipated another picture with more references to the Web. This pilot project provided new and important information about the use of collections by master students. The authors learned that the library’s journal coverage is good enough but that the monographic coverage is somewhat less complete. The author will continue to do another study with new theses from 2013-2014 in order to investigate if our new emphasis on citing and referencing had any impact on the inconsistencies that have been seen in the first study and also if the same pattern of information sources used by earlier students occur.References:[1] Carlson, J. (2006), An examination of undergraduate student citation behavior, The Journal of Academic Librarianship 32(1):14-22.

  • 3.
    Brage, Christina
    Linköping University, University Library.
    Att resa i grupp - sällskapsresan i historisk belysning1994In: Föreläsningar om Göta Kanal / [ed] Reinhold Castensson, Linköping: Linköpings universitet , 1994, p. 23-31Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Radioföredrag i serien Värt att veta, P1 24 mars 1991.

  • 4.
    Brage, Christina
    Linköping University, University Library.
    BECOMING VISIBLE? ACADEMIC WRITING FOR LIBRARIANS!2017In: 10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2017), IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT , 2017, p. 1503-1507Conference paper (Refereed)
    Abstract [en]

    There is a "new" trend for us librarians to "articulate our value" such as suggested in Association of College and Research Libraries (ACRL) Value of Academic Libraries initiative [1]. Librarians need to believe that their own distinct contributions have value. As librarians we gather a lot of data but that is not enough anymore. We need to communicate our findings! Although writing for publication is an expected part of the role of faculty staff in most universities but almost no such recognition of the librarian as an academic writer exists.

  • 5.
    Brage, Christina
    Linköping University, University Library.
    Centrum för biblioteks- och IT-pedagogik (CeBIT)2018In: Ett bibliotek i takt med tiden: Linköpings universitetsbibliotek 50 år / [ed] Peter Igelström och Christina Brage, Linköping: Linköpings universitetsbibliotek , 2018, p. 106-112Chapter in book (Other academic)
    Abstract [sv]

    CeBIT startade sin verksamhet den 1 april 2000 som en enhet inom Linköpings universitetsbibliotek (LiUB). Agneta Lantz, Christina Brage och Tommy Carlberg var de som planerade den kommande verksamheten. Agneta kom sedan att bli föreståndare för CeBIT. Under åren som gick växte verksamheten och fick ett positivt gensvar både från studenter och från lärarhåll. Centrets övergripande målsättning var att fungera som ett samlande organ för LiUB:s pedagogiska verksamhet och som en spjutspets för pedagogisk förnyelse och utveckling. Man verkade för att utveckla den egna bibliotekarieprofessionen och förbättra informationskompetensen hos bibliotekets användare. Då kompetensförsörjning troligen är den viktigaste frågan för att säkra kvalitet i en organisation måste det finnas utvecklingsmöjligheter i arbetet för personalen, vilket i högsta grad var ett ledord för CeBIT.

    Under uppbyggnadsfasen lades krafterna framför allt på att utveckla och genomföra poänggivande kurser, dels inom programmet för Informations- och medievetenskap (IMV), dels fristående. I CeBIT fanns en viktig resurs i arbetet med att höja beredskapen för det livslånga lärandet. Arbetet med att höja studenternas informationskompetens innebar en breddad pedagogisk uppgift för universitetsbiblioteket, vilket i sin tur ställde högre krav på bibliotekariernas pedagogiska kompetens. Detta gällde i alla planerade och oplanerade möten med bibliotekets användare i informations- och lånediskar, per telefon och via e-post liksom i den regelrätta undervisningen i informationssökning. CeBIT kom att kombinera två områden av stort intresse för bibliotekarier – pedagogik och informationskompetens.

  • 6.
    Brage, Christina
    Linköping University, University Library.
    Curriculum Development for the Next Decade of Information Science Based on Information Literacy2002In: Proceedings of the 26th Online Information Conference, Learned Information, Oxford, 2002, London: Learned Information Europe Ltd , 2002Conference paper (Refereed)
  • 7.
    Brage, Christina
    Linköping University, University Library.
    From Business Intelligence to Intelligent Business2006In: Proceedings of the 4th International Conference on Education and Information Systems: Technologies and Applications, EISTA 2006; jointly with The 2nd International Conference on Social and Organizational Informatics and Cybernetics, SOIC 2006; and The 4th International Conference on Politics and Information Systems: Technologies and Applications, PISTA 2006, Orlando: International Institute of Informatics and Systematics , 2006Conference paper (Refereed)
  • 8.
    Brage, Christina
    Linköping University, University Library.
    Från bibliotekskunskap till informationskompetens: Nedslag i användarundervisningens idéhistoria2018In: Ett bibliotek i takt med tiden: Linköpings universitetsbibliotek 50 år / [ed] Peter Igelström och Christina Brage, Linköping: Linköpings universitetsbibliotek , 2018, p. 80-101Chapter in book (Other academic)
    Abstract [sv]

    Vid universitet och högskolor förväntas studenterna utveckla förmågor och förhållningssätt som är anpassade till vad som kommer att krävas av dem i ett framtida yrkesliv. De studerande ska tillägna sig förmågan att lära av nya erfarenheter och möta olika situationer i livet utanför universitetet. Att förbereda för det okända och oväntade gäller som mål även för bibliotekets undervisning. Ett centralt inslag i denna förmåga är det vi idag kallar för ”informationskompetens”.

    Begreppet har genom åren diskuterats flitigt och fått olika definitioner. Men oavsett dess innebörd är det något som vi bibliotekarier måste ta ställning till i vårt yrkesverksamma liv. I likhet med de flesta andra begrepp har informationskompetens inte fötts utan en förhistoria. Det är delar av denna historia som jag vill diskutera i detta avsnitt. Nedan följer några nedslag i användarundervisningens historia och den litteratur som fungerat som inspirationskälla vid Linköpings universitetsbibliotek (LiUB). Framför oss har vi en resa via begrepp som bok- och bibliotekskunskap, biblioteksorientering, informationssökning, informationshantering, låntagarundervisning och användarundervisning.

  • 9.
    Brage, Christina
    Linköping University, University Library.
    Göta Kanal och de tidiga turisterna1994In: Föreläsningar om Göta Kanal / [ed] Reinhold Castensson, Linköping: Linköpings universitet , 1994, p. 33-41Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Radioföredrag i serien Värt att veta, P1 24 nov 1991.

  • 10.
    Brage, Christina
    Linköping University, University Library.
    Göta Kanal och handeln runt Vättern, perioden 1830-18801992In: Västergötlands fornminnesförenings tidskrift, ISSN 0347-4402, p. 105-123Article in journal (Other (popular science, discussion, etc.))
  • 11.
    Brage, Christina
    Linköping University, University Library.
    Information Literacy Programmes - The Emperor's new Clothes2004In: Proceedings EISTA '04, International Conference on Education and Information Systems, Technologies and Applications, July 21 - 25, 2004, Orlando, Florida, USA / [ed] Freddy Malpica, Orlando: International Institute of Informatics and Systemics , 2004Conference paper (Refereed)
  • 12.
    Brage, Christina
    Linköping University, University Library.
    Informationskompetens sett ur ett historiskt och samtida perspektiv2005In: Infotrend : nordisk tidskrift för informationsspecialister, ISSN 1653-0225, Vol. 60, no 4, p. 125-137Article in journal (Other academic)
    Abstract [en]

    Information literacy seen from a historic and current perspective. In this paper I will discuss some important milestones in the growth of the concept Information Literacy. In the early years the debate and research were concentrated on information behaviour, information seeking and information use but in the middle of the 1980s, when the Information Literacy Movement started, the perspective changed and the discussions circled more about process, lifelong learning and different literacies.

  • 13.
    Brage, Christina
    Linköping University, University Library.
    Mitt liv som Tema-bibliotekarie2018In: Ett bibliotek i takt med tiden: Linköpings universitetsbibliotek 50 år / [ed] Peter Igelström och Christina Brage, Linköping: Linköpings universitetsbibliotek , 2018, p. 65-72Chapter in book (Other academic)
    Abstract [sv]

    I augusti 1984 flyttade jag ned till Temainstitutionen förlagd till den gamla linnefabriken på Platensgatan 26 där tidigare humanistiska biblioteket hade huserat. Innan dess var jag föreståndare för det ekonomiska biblioteket (KA), numera i salig åminnelse, och före det ansvarig för fjärrlån. Vid den tiden var Tema Teknik och social förändring (Tema T) samt Tema Vatten i natur och samhälle (Tema V), Tema Kommunikation (Tema K) och Tema Hälsa (Tema H) redan etablerade, vilka kom att följas av Tema Barn (Tema B). År 1987 gick flytten upp till Campus Valla och där kom ytterligare två teman att etableras: Tema Genus och Tema Mat (Tema M). På senare år har ytterligare två teman tillkommit: Tema Etnicitet med placering i Norrköping samt Tema Kulturarv och kulturproduktion med delad placering i Linköping och Norrköping. Av olika anledningar har Tema H och Tema M upphört.

    Under åren som passerat har jag varit bibliotekarie för nästan samtliga teman i olika omgångar. Som Tema-bibliotekarie har jag haft möjligheten att på nära håll följa forskningens eller rättare sagt forskares vedermödor och glädjeämnen. Tvärvetenskap är och har alltid varit ett centralt begrepp och kännetecken för institutionen ända sedan dess start i början på 80-talet. De ämnesområden som fanns företrädda inom de teman jag jobbat med var allt ifrån ren naturvetenskap till humaniora. Detta innebar naturligtvis att någon ämnesexpert kunde jag inte vara. Mitt sista uppdrag var att fungera som bibliotekarie för Tema Vatten i natur och samhälle, som numer bytt namn till Tema Miljöförändring.

  • 14.
    Brage, Christina
    Linköping University, University Library.
    Några av Sveriges kanaler i litteraturen: svensk och internationellt2001Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    I denna skrift behandlas Göta- och Trollhätte kanal, två kanaler som genom historien följt varandra och som har många beröringspunkter. Vidare kan man här återfinna referenser som anknyter till kanalerna på ett eller annat sätt t ex Motala mekaniska verkstad. Referenserna har hämtats alltifrån vetenskapliga arbeten till skönlitterära verk. Veckopressen har bidraget med en ansenlig mängd referenser.

    Bibliografin har inte ambitionen att vara fullständig men täcker en ganska stor del av den svenska produktionen om de båda kanalerna. Tanken är att bibliografin skall kunna fyllas på med nytt material och gammalt som inte redan hunnit förtecknats. Förutom den svenska utgivningen så återfinns här referenser på de mest förekommande språken i Europa även om engelskan är mest framträdande. Referenserna är återgivna i original vilket innebär att de tidiga bidragens eventuella stavfel finns kvar.

    Referenserna är i den första delen kronologiskt ordnade efter författare i alfabetisk följd samt publikationstyp. Inom varje år kommer monografierna först och därefter tidskriftsartiklar. Efter denna del följer ett avsnitt med dagstidningsartiklar likaså de ordnade kronologiskt och alfabetiskt men här efter tidningens namn.

    Insamlandet av detta material har skett med hjälp av litteratursökningar i online-databaser, tryckta källor, kryptobibliografier, referenslistor, Internet mm.

    Dagstidningsartiklarna har erhållets via traditionella litteratursökningar men också via Göta Kanalbolagets pressklippssamling och sist men inte minst från Håkan Hultkrantz gedigna samlande.

  • 15.
    Brage, Christina
    Linköping University, University Library.
    Skrivet om Göta kanal 1516-1986: en bibliografi från forskningsprojektet Göta Kanal1987Report (Other academic)
  • 16.
    Brage, Christina
    Linköping University, University Library.
    Skrivet om Göta kanal 1516-1986: en bibliografi från forskningsprojektet Göta kanal. Suppl. 21990Report (Other academic)
  • 17.
    Brage, Christina
    Linköping University, University Library.
    Web-Based Distance Education: Need for a New Pedagogical Paradigm2004In: Knowledge and Change, 12th Nordic Conference for Information and Documentation,2004 / [ed] Marianne Hummelshøj, Aalborg: Royal School of Library and Information Science , 2004Conference paper (Refereed)
  • 18.
    Brage, Christina
    et al.
    Linköping University, University Library.
    Axelsson, Marie-Louise
    Linköping University, University Library.
    Öström, Magdalena
    Linköping University, University Library.
    Teachers as schoollibrarians!?: A case study from Sweden2014In: ICERI2014 Proceedings. 7th International Conference of Education, Research and InnovationSeville, Spain. 17-19 November, 2014, IATED publications , 2014, p. 6264-6269Conference paper (Refereed)
    Abstract [en]

    We will present a newly established course where academic librarians teach current teachers to become school librarians. Emphasis will be placed on issues like how to teach information literacy in a school setting; how to use social media; how to instill a more scientific attitude among school librarians (according to the new Education Act of Sweden) and to discuss new emerging roles for school librarians.

    The new Education Act of Sweden states that all pupils, regardless of whether they attend a municipal or independent school, are to have access to a school library. This is a significant political statement regarding the importance of libraries as a teaching resource and also every child’s equal right to have one. But much criticism, from several actors, points out the fact that the text of the act is entirely lacking in information regarding staffing. It is up to the individual principal to decide how many people shall work with the library as a teaching resource and also what kind of qualifications the individual needs as a modern school librarian. No extra funds have been assigned for this purpose; rather the work shall be carried out within the framework of the standard budget.

    Today two thirds of Sweden’s 6078 grammar and upper secondary schools have a library of their own, or a shared or integrated school library that is open to students and is staffed at least one hour per week. But, still over 200,000 pupils do not have access to a school library!Schools are responsible for ensuring that every pupil is able to use modern technology as a tool in searching for information, communication, and learning. Librarians are therefore being given more and more responsibility as information technology advances and they must keep up to date on the latest research techniques and digital equipment. They must be equipped with high levels of IT skills to in order to be able to maximize the use of technology for accessing and disseminating information.

    This means that the role of school librarians will be increasingly focused around the use of digital content in the classroom together with traditional reading comprehension. Today in Sweden current teachers wishing to become school librarians doesn’t need to take any library/information science classes to be licensed as a school librarian. This is deplorable since some of them are totally unaware of, for instance, the concept of information literacy. That means that they lack the knowledge and the pedagogy used in library and information sciences. In order to somewhat rectify this situation we offered a course of 7,5 credits to a couple of municipalities in Sweden. In one of the municipalities the goal is to have a trained librarian at every school. The course consists of different modules such as Knowledge Organization, Critical Thinking Skills, Open Educational Resources, Research Techniques and Academic Writing. Over 50 teachers applied and in January this year we examined the first ones. We would like to share our experiences and discuss further improvement of our course.

  • 19.
    Brage, Christina
    et al.
    Linköping University, University Library.
    Burman, Emma
    Linköping University, University Library.
    Waldh, Anna Maria
    Linköping University, University Library.
    PEER OBSERVATION OF TEACHING IN A LIBRARY SETTING: A PILOT STUDY2016In: ICERI2016 Proceedings 9th annual International Conference of Education, Research and Innovation, Seville, Spain. 14-16 November, 2016, 2016, p. 6827-6832Conference paper (Refereed)
    Abstract [en]

    This paper explores participant perceptions of the impact of a Peer Observation of Teaching scheme offered to teaching librarians at Linköping University library.Information literacy sessions or support are offered to almost all students in all courses at Linköping University. Instructional duties have become a common expectation for librarians working in academic libraries. As a teaching librarian you normally divide your time between reference services, collection development and information literacy instruction. But without little formal training in the teaching role you can become very insecure. It’s not uncommon that you feel left alone especially in the support of continuing professional development. Therefore it’s necessary for academic librarians to talk and reflect about their teaching. Peer observation through critical friends is one way to demonstrate that we are reflecting on the quality of our teaching, learning and assessment practices. The relationship between critical friends is one that encourages and cultivates constructive critique. But it’s important that the main conditions exists, besides the obvious trust and commitment, namely to have knowledge of the context of the teaching environment. The librarians at Linköping University teach the “same” students and face the same challenges.In preparation for the introduction of a peer observation of teaching scheme, a seminar was offered to staff. Our hope was that the librarians involved could see that this initiative could lead to professional development that improves both teaching practices and hopefully also student performance. Many senior librarians are themselves, experienced, effective teachers and therefore, they were likely to be competent observers of various aspects of the teaching conducted at the library. The librarian requesting observation met the observing librarian to discuss the objectives of the observation. A limited number of focused objectives was chosen that could address specific items on which the librarian desired feedback. The observing librarian attended the library session and took notes on the session with the objectives in mind.We assessed the effort by using two types of data collection tools, a questionnaire and semi-structured interviews. The latter were used to add depth and quality of the data collected in the questionnaire. Information was collected from all participants. The questionnaire consisted of closed questions to gain relevant factual data. A pilot questionnaire was answered and assessed by two critical friends ensuring that the questions were clear and valid. The preliminary results indicated that most of the participants were satisfied with the possibility to be able to self-reflect on how this process positively can impact their teaching skills. The peer observation process seemed to provide both the observee and the observer with the opportunity to mutually enhance the quality of their teaching practice. It also provided an opportunity to disseminate good practice amongst colleagues by sharing thoughts on teaching practice and supporting each other’s development of teaching skills.This process was not about getting everyone to teach in the same way, it was about helping individuals to reflect on and evaluate their own approach to teaching. It was expected that both parties in the observation would benefit from the discussions arising.

  • 20.
    Brage, Christina
    et al.
    Linköping University, University Library.
    Igelström, Peter
    Linköping University, University Library.
    Studenternas informationsvanor: En undersökning  vid Linköpings Universitetsbibliotek2008In: InfoTrend, ISSN 1653-0225, Vol. 63, no 2, p. 45-52Article in journal (Other academic)
    Abstract [en]

    In this article we present a survey conducted during the fall of 2007. We interviewed 700 undergraduate students about their information- seeking behaviour. We found that the Internet, especially Google, plays a major role for the majority of the students and that they tend to select resources based on accessibility, ease of use and convenience. We also found that there are differences in the use of information sources depending on how long the students have been studying. We also found that stringent course requirements from faculty and staff affected the students’ information behaviour. The results provide an insight into the factors that influence students’ information–seekingbehaviour and the information sources used.

  • 21.
    Brage, Christina
    et al.
    Linköping University, University Library.
    Lantz, Agneta
    Linköping University, University Library.
    A Re-Conceptualisation of Information Literacy in Accordance with New Social Media Contexts2013In: Proccedings of the 7th International Multi-Conference on Society, Cybernetics and Informatics / [ed] Nagib Callaos, José Vicente Carrasquero, Angel Oropeza, Andres Tremante and Fredrisch Welsch, Orlando, Florida: International Institute of Informatics and Systemics, 2013, p. 217-222Conference paper (Refereed)
    Abstract [en]

    The aim of this article is to review the need for a re-conceptualisation of Information Literacy in accordance with the development of new social media contexts. A review of the literature indicates that there is a need to take the concept Transliteracy into consideration. Some major challenges like the new information world, digital risky behaviours, democratic challenges and educational challenges will be discussed.

  • 22.
    Brage, Christina
    et al.
    Linköping University, University Library.
    Lantz, Agneta
    Linköping University, University Library.
    Applied Information Literacy and Learning: Curriculum Development for the Next Decade2013In: Worldwide Commonalities and Challenges in Information Literacy Research and Practice: European Conference on Information Literacy, ECIL 2013, Istanbul, Turkey, October 22-25, 2013, Revised Selected Papers / [ed] Serap Kurbanoğlu, Esther Grassian, Diane Mizrachi, Ralph Catts, Sonja Špiranec, Cham Heidelberg New York Dordrecht London: Springer, 2013, p. 359-365Chapter in book (Refereed)
    Abstract [en]

    In 2006 we developed and presented the first version of a model called Applied Information Literacy. The aim of the model was to embed information literacy into research and writing instruction sessions. We tested the model in our information literacy curricula for a couple of years and found it to be too linear. In addition, the information landscape has changed as various forms of social media have become strong players in students’ everyday information world. Therefore there was a need for us to change and simplify our original model, which we present and discuss. According to the students it seems to work well since the new model contributes to their holistic learning resulting in better academic work.

  • 23.
    Brage, Christina
    et al.
    Linköping University.
    Lantz, Agneta
    Linköping University.
    Transferring information literacy skills from higher education into workplace information literacy contexts2014In: ICERI2014 Proceedings7th International Conference of Education, Research and Innovation, Seville, Spain. 17-19 November, 2014: , IATED , 2014, p. 6177-6182Conference paper (Other academic)
    Abstract [en]

    The aim of this paper is to highlight the importance of the adjustment of Information Literacy skills training according to the development of new social media and how to prepare current and future generations to live and work in an information and economy-driven society. We would like to present and discuss some ideas on the practice of teaching and learning in the field of Information Literacy by introducing a model suited for higher education and work settings (Lantz & Brage 2006 a; Lantz & Brage 2006 b; Lantz & Brage 2013 a).

  • 24.
    Brage, Christina
    et al.
    Linköping University, University Library.
    Nielsen, Ursula
    Linköping University, University Library.
    Energi: En förteckning över litteratur inom ämnesområdet energi vid Universitetet i Linköping1979Report (Other academic)
  • 25.
    Brage, Christina
    et al.
    Linköping University, University Library.
    Nissen, Jörgen
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Bibliografi över forskning och utredning rörande postverksamhet1995Report (Other academic)
  • 26.
    Brage, Christina
    et al.
    Linköping University, University Library.
    Rosell, Mikael
    Linköping University, University Library.
    Westerlund, Joakim
    Linköping University, University Library.
    Axelsson, Marie-Louise
    Linköping University, University Library.
    Gustafsson Åman, Kajsa
    Linköping University, University Library.
    Öström, Magdalena
    Linköping University, University Library.
    The transition of academic information literacy into workplace information literacy: A challenge ahead2012In: ICERI2012 Proceedings, 5th International Conference of Education, Research and Innovation, Madrid, Spain. 19-21 November, 2012, Madrid: IATED , 2012, p. 5642-5648Conference paper (Refereed)
    Abstract [en]

    University students nowadays have become accustomed to digital resources provided by the academic library. But this normally ends after graduation when they enter the workforce and when they no longer have access to full text journals, research databases and other reference tools. Former students wish to rely upon the same resources they were using during their student days, resources that now are out of reach due to restricted access. To add to this problematic situation there is recognition in the literature that businesses must employ workers who know how to deal with information and use it for both personal and work success. But working life have different information practices for locating information that require a different set of standards for evaluating and effective use of information.

  • 27.
    Brage, Christina
    et al.
    Linköping University, University Library.
    Svensson, Eva Sofia
    Linköping University, University Library.
    Collaborative assessment of information literacy education at Linköping University Library2011In: INTED2011 Proceedings, 5th International Technology, Education and Development Conference, Valencia, Spain, 7-9 March, 2011, IATED Publications , 2011, p. 4610-4618Conference paper (Refereed)
    Abstract [en]

    In this paper we discuss the importance of faculty – librarians working together for the inclusion of information literacy into curriculum in order to prepare students for academic success and future working life.

  • 28.
    Brage, Christina
    et al.
    Linköping University, University Library.
    Svensson, Eva Sofia
    Linköping University, University Library.
    Making a Difference?: Assessment of Information Literacy at Linköping University Library2011In: Journal of Systemics, Cybernetics and Informatics, ISSN 1690-4524, E-ISSN 1690-4524, Vol. 9, no 2, p. 46-50Article in journal (Refereed)
    Abstract [en]

    Information literacy, the ability to identify, assess, retrieve, evaluate, adapt, organize and communicate information within an iterative context of review and reflection, has been recognized as a critical competency both at universities and in professional work. In higher education information literacy instruction is now being integrated into the academic curriculum and is also now being assessed like other subjects. This paper summarize and discuss how information literacy skills are assessed by librarians and faculty together in two different educational programs at Linköping University and the outcomes of such efforts. The similarities between the two programs, although different approaches, is the importance of tying information literacy assessment methods to leaning outcomes and to prepare students for future professional life.

  • 29.
    Brage, Christina
    et al.
    Linköping University, University Library.
    Svensson (Welander), Eva Sofia
    Linköping University, University Library.
    Making a difference?: Assessment of information literacy at Linköping University Library2010In: The 4th International Multi-Conference on Society, Cybernetics and Informatics, June 29th July 2nd, 2010 Orlando, Florida, USA / [ed] José Vicente Carrasquero, David Fonseca, Freddy Malpica, Angel Oropeza and Friedrich Welsch, Winter Garden, Florida: International Institute of Informatics and Systemics , 2010, p. 271-276Conference paper (Refereed)
    Abstract [en]

    Information literacy has been recognized as a critical competency both at universities and in professional work. In universities information literacy instruction are now being integrated into the academic curriculum and also now being assessed. This paper summarizes how information literacy skills are assessed by librarians and faculty together at two different departments at Linköping University.

  • 30.
    Burman, Emma
    et al.
    Linköping University, University Library.
    Brage, Christina
    Linköping University, University Library.
    Float or Sink? Implementing Floating Collections – A Case Study2016In: Qualitative and Quantitative Methods in Libraries, QQML, ISSN 2241-1925, E-ISSN 2241-1925, no 5, p. 201-209Article in journal (Refereed)
    Abstract [en]

    LiUB consists of five libraries located at four campuses in three cities: Linkoping, Norrkoping and Stockholm. Four of them, located in Linkoping and Norrkoping, were involved in the process. During the years, there has been extensively book transports between different libraries. Sought after books were sent to the requested library, and then sent back to the owning library when returned. In December 2010 Linkoping University Library (LiUB) started to test Floating Collections as a new way of working with the collections. The test was coordinated with the implementation and change to Dewey Decimal Classification (DDC), and every time a new bought book appeared or when a book was transformed into the DDC-collection the floating collection grew. Floating Collections means that a book doesn‘t belong to a certain library. It is shelved where it is returned and therefore it will stay where it is in most demand.

    The placement of books will be user-driven and the sharing of books leads to reduced handling and therefore less wear and tear on items, and also a more economic acquisition method. The reduced handling is connected to reduced number of books in transport when the former routine of sending books back to an owning library is removed. In this case study we have looked at the complete implementation process; from the first discussion, the test-start, the evaluation of the method which includes a staff survey, and finally the Boards decision that Floating Collection will be a permanent way to work with the collections at LiUB. The methodological approach mimics YinΒ‘s (2009) case study model. We also compared LiUB‘s implementation with other libraries experiences in implementing Floating Collection, and to Library 2.0 (Casey & Savastinuk, 2007), as the user needs will decide where the books are shelved. Further, the study is connected to factors that affects the realignment in changing processes and resembles Kotter (1996) and Nutefall‘s and Chadwell‘s (2012) factors for successful realignment.

    The study revealed that staff concerns and other experiences relating to Floating Collection at LiUB are similar to other libraries. A main issue for staff on the negative side is weeding routines, but on the positive side you will find advantages like more user-driven collection, a reduced number of books in transport and a reduced number of purchased items. Some of the negative effects that is expressed in the survey is probably depending on the transformation into DDC and not due to Floating Collection. An example is that the possibility to browse is lost, which is more likely due to DDC, since DDC categorize the topics in a very different way than the former classification system (SAB).

  • 31.
    Dahlgren, Jörgen
    et al.
    Linköping University, Department of Management and Economics. Linköping University, Faculty of Arts and Sciences.
    Fridén, Kerstin
    Thornell, Liselotte
    Linköping University, University Library.
    Wedborn, Helena
    Linköping University, University Library.
    Knuthammar, Christer
    Linköping University, University Library.
    Nordlander Hällgren, Marianne
    Linköping University, University Library.
    Brage, Christina
    Linköping University, University Library.
    Perselli, Jan
    Linköping University, University Library.
    Strategiska vägval: En utredning om vetenskaplig informationsförsörjning vid Linköpings universitet2003Report (Other academic)
    Abstract [sv]

    Tillgång till information i dess skilda former utgör en grundläggande och nödvändig förutsättning för universitetets verksamhet, för utbildningen och för forskningen. Utvecklingen på IT-området resulterar efterhand i nya vägar för att söka och finna information i växande mängder. Jämsides med detta pågår en förändring på utbildningsområdet, varmed tyngdpunkten förskjuts från undervisning till lärande och i ett livslångt perspektiv. För att förädla det s.k. informationssamhället till Kunskapssamhälle krävs god förmåga att finna, värdera och bearbeta information, vetenskaplig och annan. Vikten därav för vetenskaplig kunskapsutveckling, för problemlösning och kvalificerat beslutsfattande blir alltmer uppenbar.

    Utifrån utvecklingstendenser som dessa tillsatte rektor vid Linköpings universitet en särskild utredning i mars 2002. Den fick uppgiften att lämna förslag i syfte att öka ”studenternas och de anställdas möjligheter att ta tillvara och i universitetets verksamhet på ett kostnadseffektivt sätt nyttiggöra den moderna informationsteknikens potential för spridning av och sökande efter kunskap.” I sammanhanget riktades särskilt intresse mot universitetsbiblioteket som en pedagogisk resurs inom universitetet. Vidare efterfrågades en analys av formerna för finansiering och strategisk ledning av vetenskaplig informationsförsörjning vid Linköpings universitet.

    Strategiska vägval innehåller den slutförda utredningens fyra delstudier: Informationsförsörjning och pedagogisk utveckling, Mediemarknadens utmaningar, Elektronisk publicering vid Linköpings universitet samt Organisation och finansiering av biblioteksverksamheten vid Linköpings universitet.

  • 32.
    Dahlgren, Jörgen
    et al.
    Linköping University, Department of Management and Economics. Linköping University, Faculty of Arts and Sciences.
    Fridén, Kerstin
    Thornell, Liselotte
    Linköping University, University Library.
    Wedborn, Helena
    Linköping University, University Library.
    Knuthammar, Christer
    Linköping University, University Library.
    Nordlander Hällgren, Marianne
    Linköping University, University Library.
    Brage, Christina
    Linköping University, University Library.
    Perselli, Jan
    Linköping University, University Library.
    Strategiska vägval: Slutbetänkande2003Report (Other academic)
    Abstract [sv]

    Tillgång till information i dess skilda former utgör en grundläggande och nödvändig förutsättning för universitetets verksamhet, för utbildningen och för forskningen. Utvecklingen på IT-området resulterar efterhand i nya vägar för att söka och finna information i växande mängder. Jämsides med detta pågår en förändring på utbildningsområdet, varmed tyngdpunkten förskjuts från undervisning till lärande och i ett livslångt perspektiv. För att förädla det s.k. informationssamhället till Kunskapssamhälle krävs god förmåga att finna, värdera och bearbeta information, vetenskaplig och annan. Vikten därav för vetenskaplig kunskapsutveckling, för problemlösning och kvalificerat beslutsfattande blir alltmer uppenbar.

    Utifrån utvecklingstendenser som dessa tillsatte rektor vid Linköpings universitet en särskild utredning i mars 2002. Den fick uppgiften att lämna förslag i syfte att öka ”studenternas och de anställdas möjligheter att ta tillvara och i universitetets verksamhet på ett kostnadseffektivt sätt nyttiggöra den moderna informationsteknikens potential för spridning av och sökande efter kunskap.” I sammanhanget riktades särskilt intresse mot universitetsbiblioteket som en pedagogisk resurs inom universitetet. Vidare efterfrågades en analys av formerna för finansiering och strategisk ledning av vetenskaplig informationsförsörjning vid Linköpings universitet.

    Strategiska vägval innehåller den slutförda utredningens fyra delstudier: Informationsförsörjning och pedagogisk utveckling, Mediemarknadens utmaningar, Elektronisk publicering vid Linköpings universitet samt Organisation och finansiering av biblioteksverksamheten vid Linköpings universitet.

  • 33.
    Igelström, Peter
    et al.
    Linköping University, University Library.
    Brage, ChristinaLinköping University, University Library.
    Söderholm, Anne (Contributor)
    Linköping University, University Library.
    Berkesand, Peter (Contributor)
    Linköping University, University Library.
    Lawrence, David (Contributor)
    Linköping University, University Library.
    Ett bibliotek i takt med tiden: Linköpings universitetsbibliotek 50 år2018Collection (editor) (Other academic)
    Abstract [sv]

    Linköpings universitetsbibliotek (LiUB) firar år 2019 sitt 50-årsjubileum. År 1969 grundades Linköpings högskolas bibliotek, som 1975 blev universitetsbibliotek.

    Med hjälp av ett antal nedslag baserade på personliga hågkomster, intervjuer, dokument och publicerat material skildras i denna jubileumsskrift bibliotekets första 50 år. Linköpings högskolas bibliotek blev under 1970-talet känt för den så kallade Linköpingsmodellen och för försöken med bibliotekssystemet LIBRIS. Datoriseringens och digitaliseringens betydelse fram till våra dagar kan knappast överskattas.

    Boken berättar om ett antal av de kvartersbibliotek som funnits vid LiUB: bland annat de vid Campus Valla och de lärar- och förskollärarutbildningsbibliotek som blev en del av LiUB i samband med högskolereformen 1977. I två personligt hållna bidrag skildras det medicinska bibliotek som byggdes upp vid det 1986 grundade Hälsouniversitetet och bibliotekariens roll vid den tvärvetenskapliga Temainstitutionen. Under 1990-talet expanderade LiU i Norrköping och de kvartersbibliotek som tidigare funnits i staden slogs 1998 samman till Campus Norrköpings bibliotek.

    Andra bidrag skildrar användarundervisningens idéhistoria och hur den återspeglas i de undervisningsupplägg som praktiserats vid LiUB sedan början av 1970-talet. År 1979 blev Linköpings universitetsbibliotek genom en lagändring mottagare av pliktexemplar, vilket förändrade förutsättningarna för bibliotekets litteraturförsörjning. Andra verksamheter knutna till LiUB som skildras är det Centrum för biblioteks- och IT-pedagogik som under det tidiga 2000-talet arrangerade poänggivande kurser och det 1996 inrättade elektroniska förlaget LiU E-Press. I en intervju berättar personal om det bibliometriarbete som sedan 2007 utförs vid Linköpings universitetsbibliotek.

    I boken presenteras också några specialsamlingar, däribland DDR-samlingen och Stolpesamlingen.

    Temat i bokens avslutande del är framtidsvisioner och återblickar. Hur har man föreställt sig bibliotekets framtid i det förgångna? Hur har universitetsbibliotekets roll förändrats och vad står för dörren under den närmaste framtiden?

  • 34.
    Lantz, Agneta
    et al.
    Linköping University, University Library.
    Brage, Christina
    Linköping University, University Library.
    Managing Knowledge Management through Information Literacy2006In: Proceedings of the 10th World Multi-Conference on Systemics, Cybernetics and Informatics, WMSCI 2006; Jointly with the 12th International Conference on Information Systems Analysis and Synthesis, ISAS 2006, vol. VI / [ed] Nagib Callaos, Dale Zinn, Michael J. Savoie, Xiangpei Hu, Raymond Hill and Hirohide Haga, Orlando: International Institute of Informatics ans Systemics , 2006, p. 207-211Conference paper (Refereed)
    Abstract [en]

    This article highlights how to promote the management of knowledge for optimal organizational learning through Information Literacy. Information literacy is seen as core competencies to organizational learning. We would like to present our Master's Programme in Technology-Design-Communication and discuss how we through this programme could incorporate Information Literacy into organisations, making the best out of ICT and information seeking skills.

  • 35.
    Lantz, Agneta
    et al.
    Linköping University, University Library.
    Brage, Christina
    Linköping University, University Library.
    Towards a Learning Society - Exploring the Challenge of Applied Information Literacy through Reality-Based Scenarios2006In: ITALICS, ISSN 1473-7507, E-ISSN 1473-7507, Vol. 5, no 1, p. 1-15Article in journal (Refereed)
    Abstract [en]

    This paper outlines the role of information use in society to illustrate the process of developing a learning society as envisaged by the Information Literacy Research Centre which is located within the Linköping University Library. The section on the theoretical framework discusses learning from different pedagogical perspectives, the importance of reality-based scenarios and also proposes a new model, which could be described as an extension of the well known and often cited Kuhlthau's Information Search Process (ISP) model. The successful implementation of this new model, Applied Information Literacy Education, is explored through the outlines of the following courses, Civic and Public Communication - the Citizen in the Information Society, and, Health Promoting Organizations. The paper concludes by reflecting on the theoretical and practical implications of applying the extended Kuhlthau’s model, as practice has shown that this approach is useful for pedagogical developmental work, including curriculum development in general, and specifically for information literacy programmes. This is presented as a necessary step for the promotion of a learning society based on information literacy and as a challenge not just for information literacy educators, but for other educators as well.

  • 36.
    Nielsen, Ursula
    et al.
    Linköping University, University Library.
    Brage, Christina
    Linköping University, University Library.
    Referenslitteratur i ekonomiska bibliotek1994Report (Other academic)
  • 37.
    Brage, Christina (Contributor)
    Linköping University, University Library.
    Postverksamhet 19961999Report (Other academic)
  • 38.
    Annerbo, Kerstin (Translator)
    Linköping University, University Library.
    Betmark, Jenny (Translator)
    Linköping University, University Library.
    Brage, Christina (Translator)
    Linköping University, University Library.
    Burman, Emma (Translator)
    Linköping University, University Library.
    Rosell, Mikael (Translator)
    Linköping University, University Library.
    Westerlund, Joakim (Translator)
    Linköping University, University Library.
    Öström, Magdalena (Translator)
    Linköping University, University Library.
    Översättning av ACRL:s ramverk för informationskompetens för högre utbildning: [Framework for Information Literacy for Higher Education]2019Other (Other academic)
    Abstract [sv]

    Denna text är en översättning från engelska till svenska av Framework for Information Literacy for Higher Education publicerad av ACRL (Association of College & Research Libraries).

    Notera att det endast är introduktionen och ramarna som är översatta i detta dokument. För att läsa de tre appendixen, se originaltexten på engelska.

    Länk till originaltexten: http://www.ala.org/acrl/standards/ilframework.

    Översättningen utfördes under 2015 med syftet att användas internt vid Linköpings universitetsbibliotek. Den arbetsgrupp som arbetat med översättningen är alltså inte professionella översättare, utan undervisande bibliotekarier. Efter hand efterfrågade kollegor vid andra svenska forskningsbibliotek om Linköpings universitetsbibliotek kunde dela med sig av sin översättning. Därför har texten under 2018 och 2019 korrekturlästs av kollegor från flera bibliotek i Sverige och nu lägger vi ut den med en Creative commons-licens.

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