1) The document discusses an online tutorial called "Search and Write" used to teach students in Norway about ethical writing and use of sources. 2) It outlines how the tutorial was developed based on theories of learning, searching, and writing as processes. Student feedback was used to improve the tutorial. 3) The new version of the tutorial focuses more on being a practical tool. It provides guidance on searching, reading, writing, referencing sources, and promoting academic integrity.

1. Writing and ethical use of sources
in students’ work
A presentation of the online tutorial Søk & Skriv (Search and Write), used in
students’ work.
For the UKSG Break out sessions April 8 and 9, 2013
By Academic Librarian Solveig Kavli
solveig.kavli@ub.uib.no

2. Outline
• Ethics
• Search & Write as a pedagogical construction
• Findings from the evaluation used as a tool to
improve the product
• How Search & Write promotes ethical awareness
• The new version Bigger, Better, Stronger?

3. Information Literacy
” An information literate person is someone
who knows when and why they need
information, how to find the information and
how to evaluate, use and communicate the
information in an ethical way.” (Chartered Institute of
Library and Information Professionals 2004).

4. ‘Ethics’
” The discipline concerned with what is morally good and
bad, right and wrong. The term is also applied to any
system or theory of moral values or principles.” (
Encyclopaedia Brittanica, 2011)
For staff at UoB:
“The fundamental values for academic activities at UoB
are openness, verifiability, scientific integrity and critical
discussion.” (Action plan for the work on academic integrity at the
University of Bergen 2009-2012)

5. ‘Morality’
Morality (from the Latin moralitas "manner, character,
proper behavior") is the differentiation of intentions,
decisions, and actions between those that are "good" (or
right) and those that are "bad" (or wrong). The
philosophy of morality is ethics. A moral code is a system
of morality (...) and a moral is any one practice or
teaching within a moral code. Morality may also be
specifically synonymous with "goodness" or "rightness.”
(Wikipedia, 2013)

6. ‘Moral’
“It is your duty as a student to learn the rules
that apply to how you should refer to sources of
different kinds in written work. This duty is not
limited to learning how to include references; it
also includes you following the rules and
referring to sources in a proper and honest
manner.” (The use of sources in written work at the University of
Bergen, Handout from UoB)

7. Search & Write as a pedagogical
construction
From 2007-2011
1.Emphasis on Dewey’s Learning by doing
combined with Khulthau’s Seeking Meaning.
2.Learning through information searching process
combined with Bean’s view on writing as a process.

8. Version from 2009

9. Learning objects Information Writing actions Other actions or
search process (Dysthe, strategies
(Khulthau, 2004) Hertzberg, &
Hoel, 2000)
1. Task initiation Task initiation
(stage 1)
Brain storming
Mind mapping
Reflecting on
research ethics
The focus of the
Topic selection Think texts first product was
(Stage 2)
on process.
2. Obtain an Pre-focus Annotated
overview exploration bibliography
(Stage 3)
3. Find and Focus formulation Listing and
combine (Stage 4) structuring
keywords keywords
4. Search and Information Draft writing Critical evaluation
write collection of sources
Referencing
5. Closure Search closure Conclusion Ethical use of
writing sources (Skagen et al., 2008, p.88)
Final writing up Presenting one’s
work

10. DID WE REACH OUT?
- Numbers from Google Analytics indicated
heavy use of the part on referencing and
ethics.
- A satisfied academic staff regarded the part
on critical evaluation on sources as important

11. Findings from the evaluations
1. All students were very satisfied with the part on
how to evaluate sources and the part on
referencing.
2. Students found the differentiation in two levels
confusing
3. The intention on process from the developers
did not reach the students (Hyldegård et al.,2011).
4. Divided when it came to the use of student-
stories.

12. ”Miss: Templates for
structuring assigments
”I think it is great that you have
“ (What does an academic
included three persons that thesis look like, really?)
undergo a writing process, so Search field (so that it will
that we can get an insight. I also
like that it is possible to be easier to find different
comment upon these matters, themes) Remove the
though I haven’t done it, it is examples on students!!!
great that it is possible to do so.”
They are of NO relevance to
others! Gives a childish
impression. Make
something that is directed
to a reader(…)”
(Student 3)
(Forras et.al, 2011, p.16. (my translation)) (Student 4)

13. ” My experience is that students are not conscious regarding
what kind of information they need.
A lot of the students are aware that they must use scholarly articles, when
actually they will do just as fine by using a textbook, public information, or
other kinds of documents..
There is some information on this in S&S, but that is far too much and
boring,
and I doubt that there are many students that actually read all that
information.
What about jazzing it up by adding some illustrations or photos?
Exercises?
A lot of this information is present in the part on source evaluation, but the
choices you make as a student ( regarding choosing source/type of
documentation) happens long before one applies source evaluation.”
(Forras et.al, 2011, p.17. (my translation))
(Academic staff, 2)

14. From process….

15. …To tool
…to tool

16. (Search! Illustration: Pedro Vásquez)

17. 1. Searching
1. While searching students must decide and
evaluate whether and how the information at
hand will be useful for their research.
2. Like Dervin we understand searching as sense-
making (Dervin, B.,1999, p.745).
3. The source alone is not the authoritative voice,
but is dependent on the student who must
define the value of the text.

18. 2. Reading
• Stephen Toulmins model on argumentation as a
tool on how to read and evaluate the sources by
questioning the sources at hand.
• Is the source useful for your research?

19. Stephen Toulmins model on argumentation
(http://www-rohan.sdsu.edu/~digger/305/toulmin_model.html)

21. 3. Writing
• Templates on how to write
• Structuring your thesis
• Writing as a process
• Writing groups
• Disseminating your text

23. 4. Sources and referencing
• Academic guidelines
• Assurance of quality
• Tools on ethics and academic integrity
“Evaluate the sources for your thesis carefully. Take
a stand on the sources you have chosen and
explain why you rely on these particular
sources.”

24. The improvement
• From a being a joined project between the
libraries of HiB, NHH and UoB, we have joined
forces with the academic writing unit from
UoB, and Oslo university library joined the
group.

25. Choice of platform and design
• Wordpress
• Dialogue with the users
• S&S is no longer a stand-alone product, but
leans on other sources both nationally and
internationally.

26. Some remarks from the students
• The students get by well on searching. The
information is good, and there are specific
examples on information sources.
• The students expect that the site gives them
support from the start of their studies until they
have completed their degrees.
• One of the students tells us that she gets more
than she expects, and brings up copy right issue
as very important. (User evaluation fall 2012)

27. Ethics again
• Use of Toulmin’s model on reading and
writing
shows the students through exercises the
importance of backing your argument relying
on scholarly authorities.
• Sources must be evaluated
• Students must take a stand on the sources
they use and present them in an ethical
manner.

28. Better!
As a student I just wanted to say that the way Search
and Write now appears is close to perfection. I
especially enjoyed reading"Structuring a thesis."(…)
-Regards from a content student
(e-mail from a content user 5 april 2013)

29. Questions?
Contact information
solveig.kavli@ub.uib.no
Visit us at www.sokogskriv.no/en
Thanks for your attention!

30. References
Dervin, B. (1999) On studying information seeking methodologically: the implications of connecting metatheory to method.
Information Processing and Management 35, p.727-750.
Forras, P., Kavli, S., Mikki, S., Austrheim, G. og Elvebakk, E. (2011) Søk & Skriv i
et brukerperspektiv: Rapport fra spørreundersøkelsen høsten 2010 . Available
from: <http://hdl.handle.net/1956/4781>[Accessed 2 april 2013]
Hafstad, S., Hunskår, I.,Kavli, S.M.L., Mikki, S., Skagen, T., og Torras, M.C.(2007)
Søk og skriv for kursholdere: Bibliotekundervising i høyere utdanning . Available from:
<https://bora.uib.no/bitstream/1956/2205/1/SOS_kursholdere.pdf>
Hyldegård, J, Lund, H., Moring, C., Pors, N.P., og Schreiber, T. (2011)
Studerende, læring og webtutorials : En analyse af 3 norske læringssystemer.
København : Det informationsvidenskabelige akademi. Available from:
< http://pure.iva.dk/files/31062163/Studerende_l_ring_og_webtutorials.pdf>[Accessed 2 april 2013]
Roham Academic computing The Toulmin model. San Diego State University. Available from:
<http://www-rohan.sdsu.edu/~digger/305/toulmin_model.htm>[Accessed 6 april 2013]
Skagen, T., Torras, M.C., Kavli, S., Mikki, S., Hafstad, S., and Hunskår. I. (2009). Pedagogical considerations in developing an online
tutorial in information literacy . Communications in information literacy. 2 (2(2008))(2), p. 84- 98.
Søk og Skriv. Available from: <http://www.sokogskriv.no >[Accessed 2 april 2013]
Wikipedia Morality[Internet]. Available from: <http://en.wikipedia.org/wiki/Morality>[Accessed 8 april 2013]