Student experience of digital learning tools: information literacy training in higher education

The paper presents a qualitative study of how students in higher education experience the use of digital learning objects as part of information literacy training. The study is inspired by the phenomenographical method and take a second-order perspective asking how students experience information literacy training and digital learning tools. The study builds on seven focus-group interviews with a total of 29 students from law, engineering, and nursing. The first part of the analysis presents results on students’ experience of the digital learning tools across the cases with focus on student motivation. The second part of the analysis focuses on the roles of the different actors in information literacy building. The analysis illustrates how the use of digital learning tools and face-to-face information literacy training is deeply related to the roles of the different actors taking part in the information literacy practice. The academic librarian is almost invisible to the students in two of the three cases, but student interaction with the digital learning tools promote visibility. The findings confirm related research on the importance of integrating information literacy training into curriculum and nuances our understanding of how students experience information literacy training and digital learning tools.Peer Reviewe

The walking cure: Walk-along som undersøgelsesmetode til brugeroplevelser

Experiences are seminal for human well-being. But experiencing is a complex phenomenon challenging standard methods of data collection. Firstly, experiencing is an inner process, which cannot be observed neither precisely nor in its totality from an external position. Observation studies therefore do not sufficiently account for this inner process. Secondly, experiences are dual: on the one hand, experiencing is bound to a stream of moments of sensing and perceptions, on the other hand experience is a recollection of such experiencing. Memory is a retrospective, but fallible representation of these moments. Interviews draw on and activate memory, but they fail to grasp the actual moments of experiencing. This paper presents the walk-along method as a way to deal with the complexity of experiencing. This method combines aspects of participatory observation and of interviewing as the researcher moves through space with the informants while they are moved by their surroundings

Transmission of multiresistant Salmonella Typhimurium DTI 04 between farms - investigated by the combined use of epidemiological and genotyping data

In the present investigation bacterial typing and epidemiological data was used to identity possible routes of introduction of DT104. The investigation was based on epidemiological data and isolates of 15 DT104 infected farms within a small area (15 kilometre in diameter) in Denmark, in which an almost local endemic situation has developed. In addition to the phenotypic characterisation (serotyping, phage typing, and antibiotic resistance typing) further characterisation was based on pulsed-field gel electrophoresis and plasmid profiling. The typing results combined with the epidemiological data available indicate that a DT104 infected farm might pose a risk for having DTl 04 introduced at the neighbouring farms. Furthermore, the results indicated that farms owned by the same owner are at risk of having DT104 introduced if the bacteria is found at one of the farms. Finally, sharing of manure tank or agricultural machines with a DT104 infected farm might pose a risk for DTl 04 introduction