Torunn Skofsrud Boger, Hanne Dybvik, Anne-Lise Eng og Else Helene Norheim fra Høgskolen i Østfold har forsøkt å finne ut hva studentene kan om bibliotekets tjenester etter bibliotekundervisning.
De har foretatt to undersøkelser:
- Intervju av førsteårsstudenter med sammenligning av kunnskapene til de som har deltatt på bibliotekundervisning med de som ikke har møtt til dette tilbudet
- Intervju med de samme studentene som 3.årsstudenter.
Resultatene av undersøkelsene er publisert i to artikler i Journal of Information Literacy:
- Journal of Information Literacy (2015, Vol. 9, No. 1, pp. 34-46):The impact of library information literacy classes on first year students’ searching behaviour.
- Journal of Information Literacy (2016, Vol. 10, No. 2, pp. 64-77): An assessment of library instruction: its influence on search behaviour of first- and third-year students
Konklusjonen på undersøkelsene Journal of Information Literacy (2016, Vol. 10, No. 2, pp. 75-76):
Three main results have been presented in this article. First, the study showed that there are differences between first-year and third-year students as regards search behaviour. This article has provided different explanations for this growth in academic maturity.
Second, the results show a decrease in the use of Google as the students’ first choice for searches. The students were more experienced in using academic databases in their third year than in their first year.
Third, the students in the nursing faculty showed greater growth in academic maturity and they had received more library training due to the requirements for their assignments. The growth in academic maturity in the teacher education faculty was slightly smaller, and they received less library training.
Accordingly, cooperation with the academic staff is very important for the library in order to make an impact on the development of students’ information literacy. It might be of great interest to conduct similar studies interviewing new groups of students. This might help to build generalisable theory.