creating knowledge vii 16 august 2013

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Education based on scholarship. Creating knowledge VII 16 August 2013. Jenny Magnusson Claes Malmberg Hanna Wilhelmsson. A COLLABORATIVE PROJECT. Ann-Britt Pramgrd , Library & IT services Ewa Stenberg, Library & IT services Hanna Wilhelmsson, Library & IT services - PowerPoint PPT Presentation


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Creating knowledge VII16 August 2013Education based on scholarship

Jenny MagnussonClaes MalmbergHanna Wilhelmsson2013 08 16Hanna: Were going to present results from a project at Malm university in which the library and the centre for scholarship and teaching have collaborated in order to examine an education based on scholarship.


A COLLABORATIVEPROJECTAnn-Britt Pramgrd, Library & IT servicesEwa Stenberg, Library & IT servicesHanna Wilhelmsson, Library & IT servicesJenny Magnusson, Library & IT servicesPablo Tapia, Library & IT servicesClaes Malmberg, Centre for scholarship of teaching and learning/Faculty of Education & Society2013 08 16Creating knowledge vii

Hanna (men vi kan presentera oss var och en)Lite nrmare presentation av oss:Varifrn kommer vi (biblioteket/Akl)Vad vi gr (undervisar, forskar, kompetensutvecklar lrare)

Project started in February 2012 and is now almost finished.

Alla: Vi berttar om vra erfarenheter och bakgrund till projektet: vi har sett saker: studenter r oskra, lrarna har olika uppfattningar, bibliotekets handledning, akl-kurser

Hanna: Knslan av att det inte r samstmmig information, vi mrker att vi och lraren sger olika, vi pratar om samma sak p olika stt. studenten upplever kanske inte att vi faktiskt strvar mot samma ml (lrare, bibl (och stud)). En knut som behver lsas upp.



2013 08 16Hannaexplore 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 Malm university. 3


METHODInterviews with students, teachers (programme responsibles) and librarians.

Five different programmes: 2 modern (new) professional2 semi-professional1 traditional social sciences programme.

2013 08 16Hanna4BACKGROUND2013 08 16Creating knowledge vii

Several ways of defining research-based education(Slj & Sdling, 2006)Scholarly base of education firmly established with teachers, but more unclear to students (Slj & Sdling, 2006)Recognizing scholarly texts is third most common problem among students (Library & IT, Malm university, 2011)Professional information practices differ (a lot) from student information practice(Hedman, Lundh & Sundin, 2009)Students should participate in research practices, not just be consumers (Lambert, 2009)2013 08 16Hanna

+ Sulf (Swedish association of university teachers) means that researchers should teach and teachers should do research.HSV-granskningen styrProfessional programmes (semi-prof) (eg nursing education, teacher education, social workers education) moving into the academy in late 1970s are still searching for an academic/scholarly identity, and balancing between professional norms and academic critical traditions. There is a tension between marketisation (cooperation with surrounding community, student as a customer) and academisation (more research, bildung ideal)5Integrating research and educationResearch and professional lifeProgression InterdisciplinarityThe role of the library

Emerging themesCreating knowledge VII2013 08 16Hanna6WHAT DOES IT MEAN TO INTEGRATE RESEARCH AND EDUCATION?

Creating knowledge VII2013 08 16LiteratureWell, I think it is important to be updated, to know what to find within the research field /... / to show that there is always something going on in the subject we study. That scientific articles are published (sigh) to strengthen the subject/ ... / that things happen, that one is doing research and finds new ways to work, so... (S6).Students do not always use scientific articles in their thesis work. They would rather quote textbooks. It is not enough. (T1)// many students had difficulties finding scientific articles, because they didnt really know what it was. (S1).Almost all student have the same difficulties. They find too much information. They find too little information. They dont know why they should search for information. They dont know if they can trust the source. (L2)Claes


Creating knowledge VII2013 08 16Use of researchWe have not discussed how to use the research in future. It is ratherit is up to each student. (S5)Students assimilate theories that they can connect to their practical work. Im doubtful if they can handle other kinds of research. (T2)Claes8WHAT DOES IT MEAN TO INTEGRATE RESEARCH AND EDUCATION?

Creating knowledge VII2013 08 16Research within the department/universityThe teachers have not talked about their own research. (S1)There are not many teachers at our department who are involved in research. (T5)Many PhDs prioritize research but not teaching. (T3)Claes9WHAT DOES IT MEAN TO INTEGRATE RESEARCH AND EDUCATION?

Creating knowledge VII2013 08 16Participating in researchI wish that students thesis work could be part of bigger research going on. I have not seen that at all. (T2)We need to involve the students in our research. That presupposes that the teachers are actively involved in research. (T1)We need a register of potential interesting research topics and we need to find students who think it is exciting to engage in research. (T1)For me it would be fun to be engaged in a research project. (L1)Claes10progressionCreating knowledge VII2013 08 16

Well... I think we started the first year by doing an a-paper [first term paper] - I dont really know what to call it - I dont think its called that anymore, but a little bit more advanced work where you get to you try out working more with statistics and coping with higher demands. So last year we had a little bigger paper - a little higher demands. Yes, you were introduced to a way of thinking so that you each time get the practical feeling of what it means, what is ok and what is not ok. Yes... like that (S5)

But we have also talked a lot about needing to create clearer structures and that we already from the start can use concepts. So that when they reach the sixth semester and say : I dont know the difference between theory and method, then there is something that went wrong during the two earlier years (T1)We struggle a lot with progession. The students might feel that oh how nagging, you have already told us this. They dont see that there is an increasing level of difficulty. I myself think its a little bit complicated to plan this. How do you make it more difficult and challenging? We always want to bring something new when we meet the students (L3)Jenny

Jaa.. Vi brjade vl redan frsta ret med att ha a-uppsats - ja jag vet inte riktigt vad man skulle kalla det - det heter det vl inte lngre men lite mer frdjupningsarbete d man fr... man testar p att jobba mer med statistik och brja p att testa p allt hgre krav. S frra ret s hade vi lite strre arbete- lite hgra krav. Ja man skolades in i tnket s att man fr varje gng fr med sig den praktiska knslan fr vad r det som innebr, vad r det som r OK, vad r inte OK. Ja...s (S5)

Men vi har ocks pratat mycket om att vi behver skapa klarare strukturer och att vi redan frn brjan kan anvnda begrepp. S att nr de kommer sen till sjtte terminen och sger att jag vet inte vad som r skillnaden mellan en teori och en metod d r det ju ngonting som gtt fel under de tidigare tv ren // (P1)

// Vi brottas en del med progression. Studenterna kan nog uppleva ibland att "h vad tjatigt, det hr ni redan gtt igenom". De ser inte att det r en kad svrighetsgrad. Jag tycker sjlv att det r lite bkigt att planera det hr. Hur man gr det svrare och utmanande? Vi vill ju alltid komma med ngot nytt nr vi trffar studenterna (B3)

11The role of the libraryCreating knowledge VII2013 08 16Its such a nuisance // They think were so competent (L3)And just as we say: go to the library if you cant find it, ask a librarian, we trust that the students do that, but we dont know what happens next (T1)Some teachers seem to be so bent on that it should be a dissertation or that it should be and students dont learn to evaluate texts in that way. It feels very mechanical. To me information searching isnt that mechanical. But its difficult sometimes to decide which journals students can and cannot use (L3)HannaStudent: The library permeates (genomsyrar) what we do. You always need information from here (S6). Student: I dont look in libraries /ohrbart/, I look more on the internet // the library has never been interesting for me. (S3)Librarians worry they are too pushing: I dont want to feel like a needy girlfriend, pounding on the door (B3), Sometimes it feels like Im harping on. Can I come and sit with you? Can I listen? Can we make a progression plan?

12conclusionCreating knowledge VIIEducation based on scholarshipResearch communityLibrary communityTeaching community2013 08 16Claes

Olika delar som utgr studentens utbildning, men blir det en helhet fr studenten, eller r det olika delar?Man kan lra sig om, men r man i det?Organiseras p olika sttVldigt f (inga) exempel p gemensamt deltagandeFr att skapa forskningsanknytning behvs forskning

Frn abstractet: In using the results from our interviews as a starting point, we expect that we will be able to give examples of strategies that can be used in order to integrate research within education, and also examples of how teachers and librarians can collaborate. Vilka svar ger vi p detta? Att brja forska/gra mer forskningsinriktade arbetsuppgifter kanske kan vara ett stt fr lrare och bibliotekarier att samarbeta