Josien Boetje from Utrecht University spoke about a project she ran with Stan Van Ginkel, Matthijs Smakman, Erik Barendsen, Johan Versendaal, Esther Zeedijk, They based their research on the term "information problem-solving", There are lots of frameworks for information and digital literacy, but how to use the frameworks to develop teaching? We have educational theories and information literacy theories, but how to bring these together to inform teaching? They did a systematic review of the literature on teaching IL in higher education and developed the IPS-EDP model that expresses 7 design principles for developing information problem-solving competence in higher education. The seven principles are learning task, instruction embedded in the curriculum, modelling, practice, learning activities, support and feedback.
Then they used the Technology Acceptance Model (TAM) as a framework to understand how this model could be applied in practice. They surveyed 61 academic libraries and then conducted 5 focus groups to discuss the results. In the questionnaire results, librarians scored the usefulness quite highly, but the ease of use scored much lower, indicating that there is a barrier to using the framework. The focus groups revealed several variables affecting the use of the framework, for example, the student characteristics, the faculty characteristics and the librarian characteristics (e.g. prior competence, workload). They found that collaboration between the faculty and the librarian was a significant factor in the perceived usefulness and effectiveness of the model. Embedded instruction works best through librarian-facility cooperation; together they create meaningful, relevant and sustainable learning experiences for students.
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