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dc.contributor.authorAndreassen, Helene N.
dc.contributor.authorØstvand, Lene
dc.date.accessioned2016-06-08T07:14:24Z
dc.date.available2016-06-08T07:14:24Z
dc.date.issued2016-06-02
dc.description.abstractIn addition to the demanding task of writing a thesis, PhD students face the challenge of balancing the roles as “good scientists” and “good academics”, which in some cases might conflict (Carter, 2015). They are expected to carry out a laborious research project where they are responsible for keeping in line with the norms and values of research ethics, all while building the foundation for their research career, where a “publish or perish” culture is currently ruling. Information literacy teaching has experienced a shift in focus in latter years. If libraries traditionally have devoted their time to teaching undergraduate students the hows of using sources, they now spend more time on the whys and the importance of being information literate for the acquisition of knowledge. At our university, this shift has further led to reflection upon how the information literacy needs persist, but gradually change, from undergraduate to PhD level. In 2015, to meet the needs of the latter, we launched the cross-disciplinary seminar series Take control of your PhD journey (cf. https://uit.no/ub/laringsstotte#linje2). Presently, researchers are highly encouraged to publish text and research data open access, thereby contributing to the integrity and transparency of science. In this presentation, on the basis of open-ended questionnaire data collected during Spring-2016, we aim to assess to which degree our PhD students reflect and act upon academic integrity and open access, and their possible conflict with assumed career-building measures. In light of these findings, we discuss whether or not PhD students are sufficiently aware of this challenge, and further, which actions should be taken by university libraries to help them meet the expectations of present-day academia.en_US
dc.descriptionConference: Creating Knowledge VIII <br>Organizers: NordINFOLIT <br>Reykjavík, 2.-3. June 2016en_US
dc.identifier.cristinIDFRIDAID 1359845
dc.identifier.urihttps://hdl.handle.net/10037/9294
dc.identifier.urnURN:NBN:no-uit_munin_8852
dc.language.isoengen_US
dc.rights.accessRightsopenAccess
dc.subjectDoktorgrad / PhDen_US
dc.subjectInformasjonskompetanse / Information competencyen_US
dc.subjectOpen Access / Open Accessen_US
dc.subjectÅpne forskningsdata / Open research dataen_US
dc.subjectVDP::Samfunnsvitenskap: 200::Biblioteks- og informasjonsvitenskap: 320en_US
dc.subjectVDP::Social sciences: 200::Library and information science: 320en_US
dc.titleWhat makes good science? Information literacy seminars as a means to stimulate reflection among PhD studentsen_US
dc.typeConference objecten_US
dc.typeKonferansebidragen_US


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