Information Literacy and Librarians’ Experiences with Teaching Grey Literature to Medical Students and Healthcare Practitioners
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
The concept of information literacy, which describes the knowledge and skills required in all contexts (i.e. educational sectors, the workplace), as well as in people’s everyday lives in today’s information rich society, was introduced in the United States in the early 1970s. According to the Association of College and Research Libraries Information Literacy Competency Standards for Higher Education (2000), it has been concluded that an information literate individual is able to determine the extent of information needed, access information efficiently, evaluate information and its sources critically, and use information effectively. Information literacy skills become even more central to meeting the requirements of dealing with complexity and large volumes of information from grey literature. Our interests as health sciences librarians and thereby the focus of this paper lie in portraying the unstructured nature of grey literature and discussing methodologies and approaches towards teaching this elusive material to those in the health sciences sector, particularly medical students and healthcare practitioners, clients we serve within the Health Information Network Calgary. The Network was formed in 2005 through fee-for-service contracts between the University of Calgary and two partners, the Calgary Health Region and the Alberta Cancer Board. An integrated health knowledge service is provided for healthcare practitioners, staff, patients, and families from Knowledge Centres at major acute care sites, with the University of Calgary Health Sciences Library serving as the Network hub. In both medical school contexts and workplace settings, such as acute care facilities, information literacy is closely associated with the ability to acquire and develop competencies to enable individuals to think critically and use information appropriately. Giving the end user knowledge related to research information, widening his/her horizons, and implementing critical thinking and carefulness in using information, is more essential than instruction on how to search various information resources. In our own teaching we employ casebased problem-based learning, described by L. Carder, P. Willingham and D. Bibb (2001). We have found this method more effective, active and more student-centered, as it falls in line with a general trend in education, which focuses on making our users independent lifelong learners, and also fits our service goals within the Health Information Network in meeting the needs of medical students and healthcare practitioners.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,010 | 0,041 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle