Tuesday, 13:30


An Informed Transition? International Medical Graduates Settling in the United States and Canada

Wajanat Rayes1, Aqueasha Martin-Hammond1, Anita Komlodi1, Nadia Caidi2, Nicole Sundin1
1University of Maryland Baltimore County, United States of America; 2University of Toronto,Canada


International medical graduates (IMGs) are medical professionals who have immigrated to the United States (US) or Canada (Ca) in hopes of integrating into the labor market. IMGs can be a very helpful resource supplying a diverse background and expertise to the medical system in the host country [Chen et al., 2010]. However, immigration and integration into a new country can be difficult processes due to differences in cultural norms, information sources, and information dissemination. In this study, we investigate the nature of information in the lived experiences of IMGs as they make a new life for themselves and their families in either the US or Canada. By so doing, we contribute to the limited body of research on this population by providing an informational perspective.

Semi-structured interviews were conducted with 20 IMGs residing in the US or Canada. Our findings indicate that IMGs spend an inordinate amount of time searching for occupational and employment-related information, which includes information about retraining and residency programs, along with varied strategies to make sense of the new information landscapes. IMGs use various strategies to identify signposts and become conversant in the new landscape. Despite the limited sample, it becomes clear that one’s ability to become literate in these new information environments leads to more positive outcomes (i.e., integrating the labor market, overall well-being, belonging).

Plagiarism-free Inquiry Project-based Learning with UPCC Pedagogy

Celina Wing Yi Lee, Samuel Kai Wah Chu, Joanna Oi Yue Cheng
The University of Hong Kong, Hong Kong S.A.R. (China)


(U)nderstanding plagiarism, learning about (P)araphrasing and related skills, generating proper (C)itations with an online citation tool and doing originality (C)heck with an online tool (UPCC) is a pedagogy developed by Chu and his colleagues (2014, 2015) to help students avoid plagiarism. The UPCC pedagogy incorporates the teaching of ethical use of information, an important facet of information literacy, into inquiry project-based learning (PjBL). This study, adopting a mixed-methods design, evaluates the effectiveness of UPCC by comparing two cohorts of junior secondary students’ plagiarism behavior in their PjBL projects with and without the implementation of the pedagogy. In addition, upon the completion of their projects, the 2015 cohort completed a survey that evaluates their knowledge of plagiarism, and assesses the extent to which they endorse the helpfulness of the UPCC in domains including Instructional Support; Understanding Plagiarism; Paraphrasing, synthesizing and summarizing; Generating Appropriate Citations; and Originality Self-Check. Students and teachers also participated in qualitative interviews to further elaborate on their perceptions of the UPCC pedagogy. A trend in reduced plagiarism behavior was observed after the implementation of UPCC, and students expressed a generally positive perception of UPCC. It was found that students who had better knowledge of plagiarism held a significantly more positive perception to the effectiveness of UPCC as an anti-plagiarism pedagogy than those who showed poorer understanding of plagiarism. This may indicate that further refinement of UPCC to cater for learner diversity is needed.

Research Outside Academia? An Analysis of Resources in Extra-academic Report Writing

Lisa Boerjesson
Uppsala University, Sweden


A significant part of all research takes place in extra-academic organizations. Practitioner researchers often present their results in publications different from those in academia, e.g. in reports, sometimes (and here) referred to as “gray literature”. Gray literature is increasingly available online. However, availability does not mean that reports are exploited to their full potential in research. Disciplines like archaeology have substantial problems with the scholarly communication and knowledge sharing between extra-academic and academic research. This paper approaches this problem from a report-user perspective. For the benefit of potential report users’ gray literature literacies, report-writing practices are analyzed by means of practice theory. Qualitative interviews with six practitioner researchers in Swedish archaeology firms make up the material. The analysis focuses on how report writers draw on regulative, institutional, and infrastructural resources in their practices. Based on the findings about the practices in which reports are written and become informative, the paper presents seven suggestions supporting report users’ potential to critically analyze and use report content. The results contribute to the information science field with insights into extra-academic information practices, and as input in a wider critical discussion of the information-related conditions for research outside academia.