Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
1University of Toronto, Canada; 2University of Toronto, Canada
Many patrons are being encouraged to conduct knowledge synthesis (KS) studies. Health information professionals are often tasked with supporting this work by providing training on KS search methods. While this training traditionally occurs during one-on-one consultations, increased demand coupled with limited resources requires librarians to scale-up this training to large group settings. Teaching KS search methods for large groups requires a different set of teaching techniques and skills in order to be successful.
Through this CEC, participants will learn how to design a workshop or re-design a workshop on KS search methods to enhance workshop attendees’ knowledge of search conduct and reporting standards. This CEC will have a strong focus on instruction and lesson planning, and be structured around three phases of course design: situational factors, learning goals, and feedback and assessment. Instructors will lead participants through a variety of activities drawing on their experience developing and teaching a popular 3-part workshop series on searching for systematic and scoping reviews at their respective organization.
This CEC is for health information professionals who are experienced in training patrons in KS search methods through one-on-one consultations and are interested in developing group instructional sessions. Participants do not need to have prior teaching experience, but they should have an advanced level of understanding on expert searching for KS studies.
Learning Outcomes :
Apply a backwards design process to develop a group instructional session on KS search methods
Discuss challenges and opportunities related to teaching KS search methods in group settings;
Identify situational factors at their library and institution, and consider how these impact their instructional design;
Discuss documentation methods to record instructional design decisions;
Create learning objectives for an instructional session on KS search methods;
Design workshop activities to assist participants' achievement of learning objectives;
Discuss the advantages and disadvantages of different teaching assessment methods;
Incorporate summative assessment techniques into any instructional session;
Identify event promotion strategies available at their library and institution to target relevant participants.
Level : Introductory and Intermediate
Target audience : Health information professionals involved with instruction and education
Preparation for the session : No
Biography and Bibliography Kaitlin Fuller is one of the medicine librarians at the University of Toronto in Ontario, Canada. She works primarily with the MD Program (Undergraduate Medical Education) and the Institute of Medical Science where she coordinates information literacy-related instruction and assessment. She is also the co-instructor of a 3-part workshop series for graduate students on developing comprehensive search strategies. Kaitlin has supported a number of knowledge synthesis projects by providing training and/or searches.
Erica Lenton is the rehabilitation and kinesiology librarian with the Gerstein Science Information Centre at the University of Toronto. Prior to arriving at Gerstein, Erica worked in continuing medical education and as a solo hospital librarian at the Cross Cancer Institute in Edmonton, Alberta. Through her experience in hospital and academic health science libraries, she has been involved in a number of systematic and scoping reviews and has provided expert searching and systematic review training for clinicians, students, and faculty.