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Facing the Future: How Many Faces and How Many Futures for the Health Information Professional?

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Title: Facing the Future: How Many Faces and How Many Futures for the Health Information Professional?


1
Facing the Future How Many Faces and How Many
Futures for the Health Information Professional?
  • Andrew Booth, Reader in Evidence Based
    Information Practice, ScHARR, University of
    Sheffield

2
Disclaimer
  • Information scientists may be equipped to scan
    the horizon, but they possess silicon chips, not
    crystal balls

BOOTH, A. and WALTON, G., 2000. Some concluding
trends and themes. IN Booth, A. and Walton, G.
(eds.). Managing knowledge in health services.
London Library Association Publishing, pp.
289-295
3
Looking Back..Looking Forward
  • Q What would you consider to be the Unique
    Selling Point of the Academic Health Sciences
    Librarian i.e. the Bottom line justifying your
    existence?

4
In Other Words
  • What has the Academic Health Science Librarian
    Ever Done For Us?

5
And Your Response Is?
  • Many Faces, Many Futures!

6
Are we in danger
  • Of having so many hats that none of them quite
    fits?

7
Researchers Use of Academic Libraries and their
Services
  • Significant differences of perceptions and views
    between researchers and librarians
  • Communication channels need to be improved. How?
  • Research community uses social networking to
    exchange and share research-based information.
  • Role of libraries presently ill-defined.
  • Researchers dont readily recognize content on
    their desktop is provided through library.
  • Researchers Use of Academic Libraries and their
    Services A report commissioned by the Research
    Information Network and the Consortium of
    Research Libraries

8
Not having information skills training can be..
  • good because you have to learn the hard way.
    You tend to have better skills if you have had to
    find your own way around - but it would've been
    nice to have been eased into it, in a bit more
    structured way as well
  • Goodall, D. L. and P. Brophy (1997). A comparable
    experience? library support for franchised
    courses in higher education. British Library
    Research and Innovation Report 33. Preston,
    CERLIM, University of Central Lancashire.

9
Research habits
  • Users "power-browse" or skim material, using
    "horizontal" (shallow) research. Most spend only
    a few minutes looking at academic journal
    articles and few return to them. "It almost seems
    that they go online to avoid reading in the
    traditional sense,
  • Not just "screenagers". Undergraduates to
    professors.exhibit a strong tendency towards
    shallow, horizontal, flicking behaviour in
    digital libraries. Factors specific to the
    individual, personality and background are much
    more significant than generation."
  • INFORMATION BEHAVIOUR OF THE
  • RESEARCHER OF THE FUTURE

10
Researchers IL training should focus on IM not IR
1 (Booth, 2007)
  • Inappropriate to meet IL needs of researchers
    using instruction methods based on
    undergraduates
  • Researchers do not follow neat stepwise
    progression from state of unknowing (information
    need) to knowing that underpins most IL
    instruction.
  • Information management, rather than information
    retrieval, should be focus of IL instruction for
    researchers.

11
Researchers IL training should focus on IM not IR
2 (Booth, 2007)
  • Information retrieval should focus on area
    scanning, footnote chasing and known author
    searching rather than keyword searching
  • IL training should be socialised through formal
    collaboration ..and integration with existing
    research programmes or research groups.
  • Training should focus on practically based
    outcomes e.g. production of log book or
    portfolio.
  • Training should optimally be tailored to
    individual and delivered at time of need.

12
RIP - Library as Place
  • the library has changed from being the place for
    researchers to visit for help with information
    searching and for picking up the actual
    information, to being the living room for
    undergraduate students, making the researchers
    who visit the library feel outnumbered, and
    sometimes unwelcome.
  • Haglund and Olsson (2008)

13
Rethinking the Library Web Site
  • Libraries spend huge amounts of time and money
    to work on the structure and content of the
    library Web page, while few researchers use it as
    a starting point for information searching. Many
    researchers.used the Web of their own department
    as a starting point, and this is where the
    library should establish a presence with direct
    links targeted to that particular group.
  • Haglund and Olsson (2008).

14
Future Proofing the Profession (2004)
  • Developments within healthcare library and
    information services relevant to profession more
    generally.
  • Certainly true within CPD as health sector has
    supported work-based learning as one of several
    ways to improve skills and provide opportunities
    for lifelong-learning for its workforcei. i
    Chartered Institute of Library and Information
    Professionals. Future Proofing the Profession
    the report of the Health Executive Advisory
    Group. CILIP, 2004.

15
In the red corner blue corner
  • The Case for Specialist Skills
  • The Case for Generic Skills

16
Generalist vs Specialist (Petrinic Urquhart,
2007)
  • Generic skills
  • Literature searching (reference work)
  • Outreach work
  • Teaching and training
  • Numeracy-related skills,
  • Influencing and persuading skills to work across
    organizational and departmental boundaries
  • Experience of financial management
  • Specialist roles
  • Knowledge of anatomy and physiology,
  • Origin and meanings of medical terms,
  • Project management
  • Literature searching
  • Knowledge of evidence-based practice,
  • Research methods (quantitative and qualitative)
    and epidemiology.

17
Generic versus Specialist
  • Contextual knowledge Specialist
  • Managerial skills Generic
  • Professional skills Generic
  • Learning and teaching Generic
  • Interpersonal Generic
  • NHS Context Specialist
  • Technical Generic
  • COMPLIANT (Lacey Booth, 2003)

18
Revisiting COMPLIANT
  • Do Technical skills receive unmerited emphasis?
  • Very volatile training half-life/ time-limited
  • User can construct, via Google, site-specific
    search engines (swikis), personalised search
    page, gadgets e.g. To do list, text translator,
    person-specific RSS news feeds.
  • Very few technical skills remain exclusive domain
    of librarian.
  • Alternative to Technical?
  • Knowledge of social networking tools e.g. blogs,
    wikis and podcasts would be useful.
  • Little technical knowledge required -
    comprehensive knowledge of possible uses.
  • Librarian probably inhabits Facebook community,
    uses Citeulike to share references and
    occasionally visit YouTube and MySpace.

19
But what will be the next Facebook/YouTube?
COMPLIANT should read COMPLIANCE (T for
Technical replaced with CE of Continuing
Education!)
  • Otherwise danger we will settle for alternative -
    COMPLACENCE!

20
FOLIO Programme
  • Two year series 12 courses One year extension
    of 6 courses 2 x 1 year extensions of 3 courses
  • 6-8 weeks delivered by email and basic Web
    technologies
  • 2-3 hours per week
  • Submission of Portfolio Distinction, Honours,
    Standard, Fail
  • Spawned FOLIOZ, FOLIAGE and Precept-Lite

21
FOLIO Breakout Course
Breaking out of the Box Extending the health
LIS professional role skills and strategies
22
Systematic Reviews
Information Literacy
Hybrid Services
Research Training
REF and Impact Factors
E-Learning
Managing within Budget Cuts
23
Face(s) Lift(s) - 1
  • From Library As Place to Information
    Specialist in Context
  • Information Commons
  • Facilitating e-learning (not just for Distance
    Learners)
  • From Teacher to Tutor
  • Problem Based Learning
  • Interactive Learning
  • Learning in Context
  • From Impact Factor to Maximising Impact
  • Article Citations h indexes
  • Identifying Impact Stories
  • From Information Management to Knowledge
    Translation

24
Face(s) Lift(s) - 2
  • From Scattering to Tailoring and Targeting
  • Institutional Repositories
  • Open Access Journals (Hosting?)
  • From Expert Searcher to Search Consultant
  • From Handmaiden to Genuine Partner in
    Research
  • Evidence Syntheses
  • Collaborative Tool Provider
  • Wikis, Blogs, Podcasts
  • Intellectual Property e.g. Reusable Learning
    Objects

25
SPACE Training Styles Inventory
Audience
AGONY AUNT
SELLER - I try to convince my audience with my
message PROFESSOR I try to instruct my
audience with my message AGONY AUNT I try to
help my audience with their problems COACH I
try to encourage my audience from the
sidelines ENTERTAINER I try to get my audience
to have fun
COACH
PROFESSOR
ENTERTAINER
SELLER
Presenter
Message
26
Learning in Context
Coomarasamy Khan BMJ 2004329 1017-9.
27
(No Transcript)
28
The Future Will be Nip and Tuck!
  • Before we get our Facelift.
  • .We will probably receive a Tummy Tuck.
  • OR even Amputation ? !

29
We are Going to Be Very Stretched!
The Future is Here! It just Isnt Evenly
Distributed Yet!
30
Facing the Future
  • The Me1st and Me2 Generation
  • i-Pod
  • i-Google
  • i-Phone
  • i-Pad
  • i-Will-Survive!

31
Our Future is What We Make It!
32
References - 1
  • Booth A (2007) Researchers require tailored
    information literacy training focusing on
    information management, not simply information
    retrieval. Report for Research Information
    Network Consultative Group on Librarianship and
    Information Science. http//www.rin.ac.uk/training
    -research-info-spec
  • CIBER. Information behaviour of the researcher of
    the future (A British Library/JISC Study)
    http//www. bl.uk/news/pdf/googlegen.pdf
  • Lacey, T., Booth, A. (2003). Education,
    training and development for NHS librarians
    supporting e-learning. A review commissioned by
    the National electronic Library for Health
    Librarian Development Programme. Sheffield
    University of Sheffield, ScHARR (School of Health
    and Related Research

33
References - 2
  • Boulos MN, Maramba I, Wheeler S. Wikis, blogs and
    podcasts a new generation of Web-based tools for
    virtual collaborative clinical practice and
    education. BMC Med Educ. 2006 Aug 15641.
  • Kamel Boulos MN, Wheeler S (2007). The emerging
    Web 2.0 social software an enabling suite of
    sociable technologies in health and health care
    education. Health Info Libr J. 24(1)2-23.
  • Partridge H Hallam G (2006) Educating the
    Millennial Generation for evidence based
    information practice Library Hi Tech 24 (3)
    400-419.
  • Petrinic T, Urquhart C (2007) The education and
    training needs of health librariansthe
    generalist versus specialist dilemma. Health
    Information and Libraries Journal 24 (3),
    167176.

34
References - 3
  • Haglund L and Olsson P (2008). The Impact on
    University Libraries of Changes in Information
    Behavior Among Academic Researchers A Multiple
    Case Study. Journal of Academic Librarianship 34
    (1), 52-59
  • Research Information Network (2008). Researchers
    Use of Academic Libraries and their Services A
    report commissioned by the Research Information
    Network and the Consortium of Research Libraries
    http//www.rin.ac.uk/researchers-use-libraries
  • Tattersall A (2008) 'Blogging in an Academic
    Health Library Setting. Libraries for Nursing
    Bulletin June 2008.
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