1 to 1000 Information Literacy for the Masses
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This document discusses the development and delivery of a Massive Open Online Course (MOOC) on literature searching. The 6-week MOOC aims to equip librarians with the knowledge and skills to undertake and evaluate effective literature searches. It will cover topics like refining search questions, scoping searches, searching databases, refining search results, and evaluating searches. Feedback was gathered to determine participant needs. The MOOC content will be delivered through a learning platform to NHS healthcare librarians for free continuing professional development. Lessons learned so far include ensuring accessibility, developing new skills, managing time, and providing technology support.
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1 to 1000 Information Literacy for the Masses
- 1. mooc ASK Funded by Health Education North West Introduction to Literature Searching SCOPE SEARCH REFINE SUMMARISE EVALUATE
- 2. What? • Massive Open Online Course (MOOC) – Free at the point of delivery – Peer learning networks – Academic roots • LIHNN Literature Searching MOOC – 6 week module – 1.5 hours input per week – Equip librarians with the knowledge and skills for to undertake and evaluate effective literature searches • Project Leads - Michelle Maden, Gil Young ASK SCOPE SEARCH REFINE SUMMARISE EVALUATE mooc
- 3. ASK Introduction to Literature Searching SCOPE SEARCH REFINE DELIVER EVALUATE • Refine the request • Frameworks (PICO) • Identifying search terms • Limits • Timeframes • Delivery format • Clarification • Scoping the sources • Beyond the databases • Where to start? • Combining search terms • Search techniques • Technological issues • Thesaurus vs. freetext terms • Truncation • Proximity searching • Phrases • Homonyns • Guides • Refining search terms • Broadening the search • Narrowing the search • Search filters • Missing/no evidence • Critiquing the search • When to stop • Filtering the results • Documenting the search • Presenting results • Formatting results • Summary vs. synthesis • Disclaimers • Templates • Evaluating the quality of search • Measuring the impact of the search • Showcasing
- 4. Why a MOOC? • Literature searching is an essential part of the Clinical Librarian / Outreach Librarian (?and beyond) role • Limited free CPD opportunities • Practical overview with relevant guided examples of literature searching in the health field • LQAF! ASK SCOPE SEARCH REFINE SUMMARISE EVALUATE mooc
- 5. Survey Evidence base Focus Groups How? ASK SCOPE SEARCH REFINE EVALUATE mooc SUMMARISE Q1. When thinking about undertaking a literature search what top 3 resources do you use for literature searching ? Q2. When thinking about undertaking a literature what 3 things do you know now about literature searching that you wished you knew when you first came into post? Q3. What are your 3 main concerns when undertaking a literature search? When undertaking a literature search how do you approach… 1. Getting the user to refine their question? 2. Scoping the search? 3. Undertaking a search of the databases? 4. Refining the search? 5. Presenting and delivering the results of the search? 6. Evaluate the search?
- 6. Is there a need? ASK SCOPE SEARCH REFINE EVALUATE mooc SUMMARISE HDAS My question doesn’t seem to ‘fit’ into the PICO framework, how can I focus the question? I don’t understand the question, what can I do? What are the most appropriate resources to search? How do I know when to stop searching? Have I got all the right search terms? Should I be using all those search tools on HDAS? When I can't find relevant information, is that because my search is wrong, or I have I missed anything relevant? How do I know that the information I have provided is useful or has had impact? How do I identify methodologically robust pieces of research I? How do I present the results in a clinician friendly way? How much information do I present the user with? What are thesaurus terms and how do I use them effectively? Should I use thesaurus terms for every search? How do I tell the user that there is no evidence out there ? What are search filters, where can I find them and how do I use them? What is the easiest way to get rid of duplicates? How do I cope with homonyms? For e.g. how can I stop a search on patient discharge coming up with lots of articles about pus?
- 7. Developing content ASK SCOPE SEARCH REFINE SUMMARISE EVALUATE mooc WEEK 1 - ASK Step 1: ASK the user to refine the search request Step 2: ASK for search terms Step 3: ASK about limits Step 4: ASK about the best available evidence Step 5: ASK about the purpose and scope of the search. Step 6: ASK about the timeframe for undertaking the search and the format for delivering the results. Step 7: ASK for a key reference Step 8: ASK for clarification
- 8. Delivery ASK SCOPE SEARCH REFINE SUMMARISE EVALUATE mooc ToolsPlatformsAudience NHS healthcare librarians Blackboard Coursesites iSpring Wiki (Pbworks) Camtasia
- 9. The MOOC • LiHNN Literature Searching MOOC ASK SCOPE SEARCH REFINE EVALUATE mooc SUMMARISE
- 10. Lessons learned (so far!) ASK SCOPE SEARCH REFINE EVALUATE mooc SUMMARISE Accessibility New skills Time Technology support
- 11. Value? • Online, free at the point of delivery teaching and learning resource • Online repository of literature searching tools, examples and exercises • Delivered to large numbers of participants • Develop once, delivered multiple times • ?Model for future CPD within the NHS • Evidence for LQAF! ASK SCOPE SEARCH REFINE EVALUATE mooc SUMMARISE
- 12. Value? ASK SCOPE SEARCH REFINE EVALUATE mooc SUMMARISE Information literacy/information skills teaching will eat your library service, if you are not careful by Matt Holland (31st October 2014) LIS-MEDICAL LIS-MEDICAL
- 13. When? ASK SCOPE SEARCH REFINE EVALUATE mooc Autumn 2015 Thank Moo! SUMMARISE
Notas del editor
- Massive Open Online Courses or MOOCs are ‘free at the point of delivery' innovative online educational resources. MOOCs aim to develop peer learning networks utilising a variety of social media, supported by video lectures, discussion boards and open educational resources (OERs). The generic characteristics of a MOOC can be summarised as • free at the point of delivery to ‘participants’ • can be delivered via open access software • have no formal entry requirements • do not typically offer a qualification (only a certificate of participation) • have a global reach • are based on the strong moral argument of ‘education for all’ .
- The MOOC will be delivered over a 6 week period in Spring 2015 and will follow a structure that mirrors the literature searching process from the very start, when the request is first received, to the very end, in assessing the impact of the literature search. Week 1: ASK – Focusing and refining the request Week 2: SCOPE – Scoping and structuring the search Week 3: SEARCH – Using thesaurus and keywords to search the healthcare database Week 4: REFINE – Refining the search using limits and other search techniques Week 5: SUMMARISE– Selecting and presenting the results Week 6: EVALUATE – Evaluating the quality and impact of the search and is led by a Clinical Information Specialist with over 10 years’ experience of literature searching
- Literature searching is an essential part of the librarian’s role in supporting the evidence based practice (EBP) of healthcare professionals. Clinical decisions on approaches to patient care should be informed by the best available evidence. EBP therefore requires that resources such as the healthcare databases are searched to locate the best available evidence. In an era when library budgets are being reduced, the MOOC offers an alternative to face-to-face training courses which often incur workshop fees, travel and subsistence costs. As a free at the point of delivery training resource which can be completed at the workplace the MOOC is a cost-effective way of ensuring that the essential information literacy skills required to be an evidence-based practitioner widen participation to all. Many healthcare librarians, particularly those new to post, have no prior training in the specialist literature searching skills required to undertake an effective search the databases (e.g. utilizing the features of the database to minimize the chances of missing relevant studies). Once in post there are limited opportunities for NHS healthcare librarians to access free training. It also gives librarians thinking about moving into a position which has literature searching as a core role, a chance to see what they are letting themselves into! In the health field there is an annual quality assessment programme, the Library Quality Assessment Framework, which requires all NHS libraries to self-report on.
- The MOOC content is evidence-based but rather than just rely on what the evidence tells us we should do, we wanted to find out what librarians actually do, what tips and advice they had for others starting out in literature searching. We undertook a national survey of librarians in the NHS using the LIS-MEDICAL email discussion list to get some feedback on how the content of the MOOC should look. We had over 100 responses to the survey. In addition we conducted 2 focus groups with members of the North West Clinical Librarians. The content for the MOOC is currently under development and will follow a step-by-step approach, introducing the terminology, concepts and techniques associated with conducting an effective literature search.
- Doing the survey helped identify the issues people had when they started thinking about undertaking a literature search….and there were many!