The Australian Library Journal

Collaboration plus! The development of an information literacy and communication program

Virginia Dickson

Manuscript received August 2003

Through focus group interviews, a valuable method of developing client-focused initiatives, the most immediate needs of the faculty staff and students were identified and the collaborative effort between the College of Health (COH) academic staff and the liaison librarian began. Four key areas were identified: information sources/information seeking behaviour, information literacy, collection development, and future trends and recommendations for long- and short-term projects were confirmed. A recent article in Australian Academic and Research Libraries [AARL] (Ivey 2003) discusses working partnerships between librarians and academics in information literacy, but it did not identify 'information about the roles of partners and the collaborative process of planning, delivering and evaluating learning programs'. This paper endeavours to demonstrate the need for library and academic staff to develop a trusting, sharing relationship through the use of client-centred methods such as focus group interviews.

The University of Notre Dame Australia is a private university whose mission is 'The advancement of learning, knowledge and the professions, and the provision of university education, within a context of Catholic faith and values'. In 2000, it launched its fifth College, the College of Health, and at the end of 2001 advertisements for 'liaison librarians' for the College of Business and COH were developed. The COH consisted of the following:

• School of Nursing
• School of Health and Physical Education
• School of Counselling and Behavioural Science.

At the time of conducting the interviews the COH was planning to introduce a School of Physiotherapy and a School of Medicine. The School of Physiotherapy commenced semester 1, 2003, and the School of Medicine is projected to commence teaching semester 1, 2005. A large component of the liaison librarian's job description includes the development of information literacy programs for their college. At the outset the needs of client groups and the ways in which the library staff and resources could meet these needs had to be identified. This process included such issues as:

• how did these groups seek information;
• how did the library currently meet their needs:
• new directions within each area; and
• client-focussed initiatives.

It was clear that the most effective means would be focus group interviews with members of each school. This process also allowed for productive contact between academic staff and the interviewer (the liaison librarian). Newton-Smith and White (1995), found that 'collaborative projects with academic staff support information literacy training, raise the profile of librarians, and foster acceptance of librarians as an integral part of the academic environment'. This was confirmed.

Method

Focus groups are a form of qualitative research used to collect information not usually identifiable through quantitative processes. Questions need to be 'based on a review of the literature and consultation with content experts' (Kingry, Tiedje & Friedman, 1990 p124). To a new employee within the organisation with little library experience [me!], the focus group method appeared to be the most appropriate research design. Byers and Wilcox (1991) have identified this design as appropriate when little prior knowledge exists. Interviews were conducted in meeting rooms and recorded; each required on average one hour. Results would be anonymous and confidential and individuals were free to withdraw at any point: A set of the questions which were used as a guide in the interview are included as an appendix: four key areas for intervention were identified.

The process confirmed that each client group seeks information from different sources. The undergraduate will tend to seek information from the core texts, which is adequate for the first two years. By the third year lecturers are encouraging use of journal articles in either print or electronic format. Staff were concerned that many students are using web resources without an awareness of the need or how to evaluate material gained online. Postgraduate students required research material with a historical perspective and current literature provided from journals in electronic or print format. Recent and Australian originated material was identified as being very important. Academic staff require journal articles in a timely and efficient manner. Receiving tables of contents via e-mail or internal mail would be beneficial. Overall, all focus groups confirmed that:

• core texts were minimal if present at all;
• access to current print journals was limited; and,
• access to the electronic databases was minimal. This was either due to a lack of training on how to use the databases, a lack of awareness of the resources they provide access to, or an inability to obtain full-text articles. Generally, academic staff preferred access to electronic journals due to their potentially cost-effective nature, but there is a need for instruction on how to use these resources.

Some client groups required audio-visual material for teaching and felt a significant investment was required here. This raises the issue of where students might use these items, how many to purchase (one each for library access and for teaching) and the implications of new technologies. At the time of interviewing, the library had no audio-visual capacity. DVDs and CD-ROMs were suggested as a means of increasing access and availability.

Collection development

All focus groups identified a need for material with a historical perspective particularly with the expansion of the university and the future introduction of postgraduate courses. Material that is not as current is also used in teaching situations to indicate how the profession has changed and evolved. On this basis, material that relates to the profession as a profession and to theories of that profession, needed to be retained within the collection in order to support those courses. There is also a need for access to current literature. While students may prefer electronic access, most focus group participants preferred print for their own use. Whether this is from ease of use, familiarity, or confidence, is dealt with in the following sections on future trends and information literacy.

Future trends

Discussion here identified areas whereby the library staff can remain client-focussed and increase the utility of library services. The key issue was staff training and orientation for new staff to library resources; significantly, staff requested specific training on search strategies using the electronic databases and setting up their own e-mail alerts for tables of contents. Alternatively, the circulation of hard copies of tables of contents for relevant journals might be considered. Some respondents perceived a need for key journals in print format, possibly three or four for the main subject areas.

Participants identified the issue of increasing library resources as an important point to meet the needs of the university staff and students. Future marketing trends recommended for the library included:

• labelling collections and specific use areas more clearly;
• retention of spacious aisles and room for growth of the collection; and,
• knowledgeable, identifiable library staff.

Information literacy

A prominent point raised by all groups was the need to train both staff and students how to use the library effectively so that they could be independent, happy, calm users of the library services. The anxiety, stress and time wasted trying to retrieve information without the knowledge of how to do so effectively was raised by all participating groups in varying degrees. Some groups requested that the library participate in educational sessions with students during their first year of studies. Others have requested training sessions to be held throughout the year for both staff and students. Groups requested either formal or informal sessions with the liaison librarian to be shown how to use electronic resources. If done as a group session it was suggested that the approach be by subject specific groups and offered twice a year. Individual practice sessions were also suggested.

Other areas that would support current courses included the suggestion of providing referencing guides on the internet, and training on EndNote.

Recommendations

Following the evaluation of the interviews, the key areas identified as future projects were

• training and information literacy;
• collection development; and,
• library facilities.

Training and information literacy

The library should:

• provide training in the use of electronic resources, particularly databases; training on EndNote to be introduced later;
• offer group or individual sessions dealing with the analysis of a research topic, including its reduction into concepts, identifying keywords, developing a search statement, evaluating material retrieved;
• provide sessions dealing with electronic databases;
• provide sessions at the same time as Proquest trial for staff;
• participate in staff orientation and induction;
• produce handouts detailing process of ETOCs [electronic tables of contents] and alerts specific for Health.

The library should be involved in training students to:

• use the library effectively;
• develop search strategies;
• evaluate web-based material;
• use web-based referencing and citation effectively;

and should develop subject specific information guides for each school.

Collection development

The focus groups identified a need for the library to:

• evolve and document a collection development policy;
• select and purchase suitable audio visual materials;
• make provision for viewing audio visual materials;
• improve signage of shelves;
• continue to build the collection with core texts in print and electronic access to journal material; and
• develop quantitative and qualitative methods to deselect or weed items and publish these in a collection development policy.

Library facilities

Management discussions have focussed on the development of audio/visual viewing facilities, improved student access and modifying the Central Library significantly through building works. At the time of writing, the COH Steering Committee plans to hold its first meeting within a week to rationalise the development of the COH library.

Outcomes

Following the interview process project strategies were implemented to meet client needs. The main projects that were activated over the first six months included:

• setting up distribution lists and maintaining regular contact through e-mail alerts of a variety of information sources relevant to each school;
• e-mailing ETOCs at least weekly;
• photocopying the table of contents of print journals and forwarding them to the relevant school on a sporadic and limited basis due to the small number of print journals subscribed to at this point, and limited staff resources;
• arranging and promoting trials of electronic databases;
• promoting and providing instruction on using electronic resources to staff;
• providing student training;
• cataloguing and classifying new materials promptly;
• notifying staff of newly processed acquisitions electronically;
• distributing relevant publicity flyers as received;
• purchasing and processing core texts prior to semester;
• developing selection and deselection policies; and
• developing subject guides for each school.

Future strategies

As relationships developed between academic and library staff, opportunities for further collaboration arose. Approximately seven months after my appointment a meeting was held to modify a course required unit titled CO100 Communications so that it could be health-oriented and incorporate the concepts of:

• searching, retrieving, analysing and evaluating information sources;
• academic writing and study skills;
• verbal and non-verbal communication; and
• the communication and presenting of information consistent with the needs of the intended audience.

CO115 Health Communications

Following a planning meeting in October 2002, I became responsible for co-ordinating the unit CO115 Health Communications for semester 1, 2003 drawing on the precedents in information literacy established by other liaison librarians, including that for the College of Education: ED1111 Information literacy and modifying this so that databases and internet information sources demonstrated or promoted were health specific. Evidence-based practice is introduced when discussing search strategies, through demonstrating PICO. The students also complete a tutorial in their workbooks. Other issues including use of web resources without proper evaluation or referencing were identified and have since been incorporated with support and collaboration from the COH academic staff.

Enrolment comprised 152 students in eight tutorial groups. Two tutors were past students from the university (one with a history of nursing and the other counselling), one liaison librarian (previously a nurse) and one COH academic staff member (health and physical education). Assignment search topics were selected relevant to other core units the students were studying. One-hour lectures were held weekly over thirteen weeks; students were required to attend one one-hour tutorial weekly and were expected to complete one one-hour session of self-learning accessing the student server to complete assigned tasks and accessing websites and developing their computer literacy skills.

At the completion of the semester, a meeting was held between tutors to identify modifications and refinements including the production of a workbook comprising the self-learning activities required on a weekly basis and which they will be required to bring to tutorials. The core text has been changed to Health care informatics: An interdisciplinary approach by Shiela Englebardt and Ramona Nelson.

Conclusion

The focus group process appears to have been effective: it has resulted in the identification of client-focused initiatives and projects such as the information guide for each school, which have led to the development of learning resources utilised in CO115 Health Communications which has since been further refined and incorporated into a self-learning package. Further modifications include a larger component on evidence-based practice. Focus group interviews enabled relationships to be developed and communication channels to be opened. Other future strategies for collaboration include the development of a Health Library which is planned for 2005; the planning process for which has already commenced with visits to health libraries in Queensland and in Western Australia. Focus groups appear to be an excellent method of marketing resources and developing customer-focused initiatives. The challenge is to maintain momentum through additional resources, staff or material once one has marketed effectively; this requires a continual commitment from upper management.

References

Kingry, JM, Tiedje, BL, & Friedman, LL (1990) 'Focus groups: a research technique for nursing'. Nursing Research, 39 [2] 124-125.

Byer, YP & Wilcox, RJ (1991) 'Focus groups: a qualitative opportunity for researchers'. The Journal of Business Communication, 28 [1] 63-78.

Ivey, R (June, 2003). 'Information literacy: how do librarians and academics work in partnership to deliver effective learning programs?' Australian Academic and Research Libraries 34 [2] 100-113.

Newton-Smith, C & White, S (1995). 'A librarian without a library: the role of the librarian in an electronic age?' Retrieved on August 6, 2003, from: [http://lisweb.curtin.edu.au/about/publications/cnsswelectronicage.html] - link no longer valid.

Appendix

Focus group questions

Explain purpose of interview

Purpose is to identify the needs of my client group and ways in which the library can meet these needs. Also, to identify the level of awareness of the existing services that the library provides.

Objectives

Identify the user group's information-seeking behaviour and how the library currently meets their needs; identify new directions. Market existing services the library provides by increasing awareness of existing services provided.

Questions

Open with an 'icebreaker' type question - request each participant to name one positive point about the library. Then:

1. How does the group seek information? That is, what source of information do they look to in order of priority? Why: Research indicates peer first, specialist second and print as a last resort.
2. Do they feel that the source of information depends upon the type of information they are seeking? For example, for teaching resources are they seeking print, electronic or audio visual resources? For research information - what type of source are they likely to look to for information? (for example, format of source, currency of source, whether peer reviewed). Why: Teaching would tend towards aids, research would tend toward journals, academics need access to current information. Full-text electronic or print preferred? Are they aware of how to set up e-mail alerts to relevant journals?
3. Is there a need for a historical perspective of material in their area of study and teaching? How is this required? That is, does the format matter or the time frame in obtaining material? Why: This is relevant to the collection development policy, regarding weeding and storage or archiving of material for research purposes.
4. The main library provides access to full-text electronic journals and web-based resources. Which services that the library provides do they feel most comfortable using? What is their opinion of the electronic resources available to them? Do they feel the electronic system is user-friendly, if not could they describe why? What type of databases would they find of most use - full text, abstract, images, years catered for? Why: Ease of use has a significant impact on use, therefore identify if any problems exist, and if so, what they are.
5. The main library catalogue can be searched by keyword, call number, author, ISBN, or title. What is their opinion of the online catalogue? Have they experienced any difficulties with the online catalogue and could they describe these difficulties? Why: Marketing and increasing awareness of search strategies, and providing an opportunity to identify a need for training.
6. Do they feel that the library adequately meets their needs as a group? What are the services provided that they find the most useful? Why: enabling identification of the libraries/collection strengths.
7. Focusing on the students, both undergraduate and postgraduate, how could the library usefully increase their access to services provided? Why: To identify marketing opportunities specific to user groups.
8. In what ways do they perceive that the library could meet the needs of their group better? Why: Trying to identify new directions that are customer-focussed. That is, identifying the weaknesses of the existing collection.
9. Could they describe what the ideal library would be for themselves as a user group? Why: Trying to identify market trends.
10. What are the things most important to you regarding information sources? What are the things most important to you in a library service? Why: maintaining client focus.

Biographical information

Virginia Dickson is a hospital-trained registered general nurse, with a Bachelor of Science in Nursing and more than ten years nursing experience. She went on to complete a Postgraduate Diploma in Library and Information Science at Curtin University in 2001 and is now the College of Health liaison librarian and unit co-ordinator for CO115 Health Communications for the University of Notre Dame Australia.