J Med Libr Assoc. 2024 Jul 1;112(3):238-249. doi: 10.5195/jmla.2024.1870. Epub 2024 Jul 29.
There is little research available regarding the instructional practices of librarians who support students completing knowledge synthesis projects. This study addresses this research gap by identifying the topics taught, approaches, and resources that academic health sciences librarians employ when teaching students how to conduct comprehensive searches for knowledge synthesis projects in group settings.
This study applies an exploratory-descriptive design using online survey data collection. The final survey instrument included 31 open, closed, and frequency-style questions.
The survey received responses from 114 participants, 74 of whom met the target population. Some key results include shared motivations to teach in groups, including student learning and curriculum requirements, as well as popular types of instruction such as single session seminars, and teaching techniques, such as lectures and live demos.
This research demonstrates the scope and coverage of librarian-led training in the knowledge synthesis research landscape. Although searching related topics such as Boolean logic were the most frequent, librarians report teaching throughout the review process like methods and reporting. Live demos and lectures were the most reported approaches to teaching, whereas gamification or student-driven learning were used rarely. Our results suggest that librarian's application of formal pedagogical approaches while teaching knowledge synthesis may be under-utilized, as most respondents did not report using any formal instructional framework.
针对支持学生完成知识综合项目的图书馆员的教学实践，相关研究甚少。本研究通过确定教授的主题、方法和资源，来填补这一研究空白，这些资源是学术健康科学图书馆员在小组环境中教授学生如何进行全面知识综合项目搜索时所使用的。
本研究采用探索性描述设计，使用在线调查数据收集。最终的调查工具包括 31 个开放式、封闭式和频率式问题。
该调查收到了 114 名参与者的回复，其中 74 名符合目标人群。一些关键结果包括共同的教学动机，包括学生学习和课程要求，以及流行的教学形式，如单一课程研讨会，以及教学技术，如讲座和现场演示。
本研究展示了在知识综合研究领域中，图书馆员主导的培训的范围和涵盖面。虽然搜索相关主题（如布尔逻辑）是最频繁的，但图书馆员报告在整个审查过程中都在教授方法和报告等内容。现场演示和讲座是最常报道的教学方法，而游戏化或学生驱动的学习则很少使用。我们的结果表明，图书馆员在教授知识综合时可能没有充分利用正式的教学方法，因为大多数受访者没有报告使用任何正式的教学框架。
