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- 17Information literacy
- 12Evidence-based medicine
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- 3Research in academic libraries
- 7Polkinghorne, Sarah
- 3Campbell, Sandy
- 3Storie, Dale
- 2Brown, Christine
- 2Hartling, Lisa
- 2Julien, Heidi
- 27University of Alberta Library
- 26University of Alberta Library/Libraries Staff Publications
- 6Graduate and Postdoctoral Studies (GPS), Faculty of
- 6Graduate and Postdoctoral Studies (GPS), Faculty of/Theses and Dissertations
- 5Nursing, Faculty of
- 4School of Library and Information Studies
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Exploring the Research Knowledge Needs of Canadian Academic Librarians
2010-11-17
As academic librarians increasingly embrace the core value and challenge of engaging in research and scholarly work, and as senior library administrators continue to adopt evidence-based decision making, staff research knowledge and skills must be constantly and systematically developed and...
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Fall 2014
Evidence-based medicine (EBM) is, simply, the conscientious and judicious use of medical research (“evidence”) in clinical practice (Sackett et al. 2000:1). EBM emerged as a solution to various identified uncertainties in clinical practice as a programme for intervention at the level of...
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2015
This report examines some of the issues facing the University of Alberta libraries in relation to patron experience and awareness, and offers technological solutions. Because each academic institution has specific needs according to what technologies and policies they have already adopted, and...
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2007
Information literacy programs and the factors that influence their development and structure can vary significantly from institution to institution. Credit-bearing discipline-specific information literacy courses are a rare and valuable component of an undergraduate educational experience and...
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Instruction for Information Literacy in Canadian Academic Libraries: A Longitudinal Analysis of Aims, Methods, and Success
Download2013
Tan, Maria, Julien, Heidi, Merillat, Shannon
The study reports a survey of information literacy instruction practices in Canadian academic libraries. Results indicate that formal instruction is offered by 89% of respondents, a minority of which articulate formal instructional objectives or work in libraries with full-time instructional...