Executive summary

This thesis is concerned with how students in higher education can benefit from an embedded information literacy (IL) course. Most information literacy courses are given, by librarians, as single, stand-alone lectures, unconnected with the subject discipline. This is in sharp contrast to most of the learning theorist, who state that learning in context is vital. I conducted a quasi-experiment with radiography students in Gjøvik University College in Norway, embedding information literacy elements into a module about oncology. The results from the experiment are presented and commented, and they are discussed from a broader perspective of information literacy in general, focusing on how librarians use the terms and what they mean in a practical setting. This thesis is divided into three main parts. After the introduction, the first part begins with the experiment and the results from the experiment as well as some discussions around them. The second part evolves around issues connected with how we teach and learn as well as assessment methods. The third part is a presentation of some of the concepts connected to information literacy, some of the frameworks that exist and a discussion about terms. This is followed by a final discussion and conclusions