In search of the information literacy training ?half-life?

Employee risk recognition and reporting of malicious elicitations: longitudinal improvement with new skills-based training

Numerous security domains would benefit from improved employee risk recognition and reporting through effective security training. This study assesses the effectiveness of a new skills-based training approach to improve risk recognition and reporting of malicious elicitations. Malicious elicitations are techniques that strategically use conversation (i.e., online, in writing, in person, or over the phone) with the sole purpose of collecting sensitive, non-publicly available information about business operations, people, or technological assets without raising suspicion. To an untrained observer, a skilled elicitor can make conversations seem analogous to many professional networking situations such as those experienced over email and at conferences. A 12-month longitudinal experimental study was conducted to test training effectiveness on employees of a large corporation that focuses on serving national security needs and the public interest. Half of participants were randomly assigned to receive traditional awareness-based training (i.e., reviewing informational slides) while the other half of participants received a new skills-based training that allowed them-over the course of five weeks-to iteratively practice skills learned in the training and receive feedback on their performance in their day-to-day work environment. Following training for both experimental groups, malicious elicitations and benign professional networking test messages were sent (via email & text message) to unaware employee participants for 12 months. Findings revealed that skills-based training improved reporting of malicious elicitations and lasted for up to 12 months compared to traditional awareness-based training.

Measures of self-efficacy among doctors in conducting an online search for clinical decision making

OBJECTIVES

To measure the perceived ability and level of confidence among doctors in performing the different tasks involved in conducting an online search for clinical decision making.

METHODS

A large-scale cross-sectional survey was conducted in 36 District Headquarter Hospitals (DHQs), 89 Tehsil Headquarter Hospitals (THQs), 293 Rural Health Centers (RHCs) and 2455 Basic Health Units (BHUs) in Punjab, Pakistan. Using a quota sampling, data were collected from 517 doctors on a set of 11 statements. The collected data were analysed statistically.

RESULTS

Of the 517 doctors, 73 (14.1%) had 'never accessed health care information online' for clinical decision making. Mean values of the doctors' response to the 11 statements ranged from 1.66 to 2.30 indicating that most of the doctors were 'not confident' in their ability to perform the tasks.

CONCLUSION

The majority of doctors perceived themselves able to perform the different tasks involved in conducting an online search. Age and working experience were significant factors in the perception of their ability in performing the tasks. The study recommends promotional and educational activities to motivate interest, increase awareness, develop knowledge and skills for doctors to access information that would help in their clinical decision making.

Using mobile technology to increase safety awareness among dairy workers in the United States

BACKGROUND

Modern U.S. dairy farm operations present multiple safety hazards which may result in worker injuries, illnesses and fatalities. The U.S. industry trend towards large-herd milking operations, especially in the Western U.S., necessitates an increased number of workers on each farm. The U.S. dairy workforce is comprised of an increasing percentage of immigrant workers with limited English proficiency which presents a safety training challenge. Our objective was to develop, deliver and evaluate safety awareness training to U.S. dairy farm workers using mobile tablets as a personal learning environment.

METHODS

A non-random sample of 1,436 dairy workers received safety awareness training on a mobile device platform. Kirkpatrick Levels 1, 2 and 3 training effectiveness evaluations were performed.

RESULTS

Approximately 58.7% of training participants received a middle school education, and 22.7% were from Guatemala who reported K'iche' as their native language. A statistically significant large effect size suggests safety knowledge was gained among training participants when comparing post-test scores to pre-test scores (Level-2). Training participants rated their training experience favorably (Level-1), and applied knowledge gained in their daily work activities three months after training (Level-3).

CONCLUSION

Our findings suggest the utilization of mobile learning techniques is an effective means to deliver safety awareness training content to dairy workers. Dairy worker safety training should be culturally, linguistically, and literacy appropriate and comprehensive in nature to include all applicable dairy safety hazards. Our observations support the use of mobile devices as just one component of a more comprehensive health and safety management program on farms.

Reconsidering the lecture in modern veterinary education

Those teaching in the higher-education environment are now increasingly meeting with larger cohorts of students. The result is additional pressure on the resources available and on the teacher and learners. Against this backdrop, discussions and reflections took place between a practitioner, within a UK veterinary school, and an educational researcher with extensive experience in observing teaching in veterinary medicine. The result was an examination of the lecture as a method of teaching to consider how to resolve identified challenges. The focus of much of the literature is on technical aspects of teaching and learning, reverting to a range of tips to resolve particular issues recognized in large-group settings. We suggest that while these tips are useful, they will only take a practitioner so far. To be able to make a genuine connection to learners and help them connect directly to the discipline, we need to take account of the emotional aspects of our role as teachers, without which, delivery of knowledge may be undermined.

Evaluating information literacy educators' practices before and after the course facilitating information literacy education: from tutor to learner-centred

OBJECTIVE

The article gives an account of a study on the impact of facilitating information literacy education (FILE) on its participants, health librarians who have attended this course between 2007 and 2010.

METHODS

The analysis presented here is based on the first stage of the research, funded by the Higher Education Academy Information and Computer Sciences and consisting of an online survey. This survey was conducted in Autumn 2010 and examined the respondents' examples of information literacy practice before and after FILE.

RESULTS AND CONCLUSION

Two main outcomes can be drawn from the data. First, that overall the respondents' provision of information literacy education has shifted from a tutor-centred approach (where the trainer decides what the learner needs) to a learner-centred approach (where the learner decides what he/she needs). And secondly, that the impact of FILE should be seen in terms of a self-perpetuating professional development, rather than measured in terms of specific changes that occur at set times (e.g., at the end of the course or 6 months after completion). As one FILE participant puts it: 'When FILE ends your career as an information literacy professional starts.'