1 to 1000 Information Literacy for the Masses

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Funded by Health Education North West

Introduction to Literature Searching

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What?• Massive Open Online Course (MOOC)

– Free at the point of delivery– Peer learning networks– Academic roots

• LIHNN Literature Searching MOOC– 6 week module– 1.5 hours input per week– Equip librarians with the knowledge and skills for to

undertake and evaluate effective literature searches

• Project Leads - Michelle Maden, Gil Young

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Introduction to Literature Searching

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• Refine the request• Frameworks (PICO)• Identifying search terms• Limits• Timeframes• Delivery format• Clarification

• Scoping the sources• Beyond the databases• Where to start?• Combining search terms• Search techniques• Technological issues

• Thesaurus vs. freetext terms

• Truncation• Proximity searching• Phrases• Homonyns• Guides

• Refining search terms• Broadening the search• Narrowing the search• Search filters• Missing/no evidence• Critiquing the search• When to stop

• Filtering the results• Documenting the search• Presenting results• Formatting results• Summary vs. synthesis• Disclaimers• Templates

• Evaluating the quality of search

• Measuring the impact of the search

• Showcasing

Why a MOOC?• Literature searching is an essential part

of the Clinical Librarian / Outreach Librarian (?and beyond) role

• Limited free CPD opportunities• Practical overview with relevant guided

examples of literature searching in the health field

• LQAF!

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Survey

Evidence base

Focus Groups

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Q1. When thinking about undertaking a literature search what top 3 resources do you use for literature searching ?

Q2. When thinking about undertaking a literature what 3 things do you know now about literature searching that you wished you knew when you first came into post?

Q3. What are your 3 main concerns when undertaking a literature search?

When undertaking a literature search how do you approach…

1. Getting the user to refine their question?

2. Scoping the search?

3. Undertaking a search of the databases?

4. Refining the search?

5. Presenting and delivering the results of the search?

6. Evaluate the search?

Is there a need?ASK

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HDAS

My question doesn’t seem to ‘fit’ into the PICO framework, how can I focus the question?

I don’t understand the question, what can I do?

What are the most appropriate resources to search?

How do I know when to stop searching?

Have I got all the right search terms?

Should I be using all those search tools on HDAS?

When I can't find relevant information, is that because my search is wrong, or I have I missed anything relevant?

How do I know that the information I have provided is useful or has had impact?

How do I identify methodologically robust pieces of research I?

How do I present the results in a clinician friendly way?

How much information do I present the user with?

What are thesaurus terms and how do I use them effectively? Should I use thesaurus terms for every search?

How do I tell the user that there is no evidence out there ?

What are search filters, where can I find them and how do I use them?

What is the easiest way to get rid of duplicates?

How do I cope with homonyms? For e.g. how can I stop a search on patient discharge coming up with lots of articles about pus?

Developing contentASK

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WEEK 1 - ASK

Step 1: ASK the user to refine the search request Step 2: ASK for search terms Step 3: ASK about limitsStep 4: ASK about the best available evidenceStep 5: ASK about the purpose and scope of the search.Step 6: ASK about the timeframe for undertaking the search and the format for delivering the results.Step 7: ASK for a key referenceStep 8: ASK for clarification

DeliveryASK

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ToolsPlatformsAudience

NHS healthcare librarians

Blackboard Coursesites iSpring

Wiki (Pbworks) Camtasia

The MOOC• LiHNN Literature Searching MOOC

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Lessons learned (so far!)ASK

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Accessibility

New skills

Time

Technology support

Value?• Online, free at the point of delivery

teaching and learning resource• Online repository of literature searching

tools, examples and exercises • Delivered to large numbers of participants• Develop once, delivered multiple times• ?Model for future CPD within the NHS• Evidence for LQAF!

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Value?ASK

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Information literacy/information skills teaching will eat your library service, if you are not careful by Matt Holland (31st October 2014)

LIS-MEDICAL

LIS-MEDICAL

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Autumn 2015

Thank Moo!

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