Eystein Gullbekk

• Gullbekk, Eystein (2019). What can we make of our interview data? From interdisciplinary to intra-disciplinary research. Information Research: An international electronic journal. 24(2). Full text in Research Archive Show summary

  Introduction. This paper considers materially enriched interview data through practice lenses and explores how performativity in practices is accentuated in the data. Particular emphasis is placed on the kinds of knowledge that are justified by the data. Method and analysis. The paper distinguishes between element-based and post-humanist practice lenses. The distinction is exemplified by an analysis of two interview abstracts from a study on literature searching among interdisciplinary scholars. Results. Depending on the lenses applied, materially enriched interviews produce different epistemic objects, enabling different kinds of research results. The element-based lenses are attuned to practices as ordered products, indicating that interviews re-enact practices. The data justifies knowledge about dynamics inter disciplines or inter scholars. A post-humanist lens views practices as a mode of ordering, where interviews (and the data produced) become a part of an intra-disciplinary becoming through the intra-acting of human and non-human agencies alike. Conclusions. The element-based lenses indicate that interviews inform about performances happening in situ elsewhere, whereas the post-humanist lens views the interviewing researcher as part of practices-in-their-making. This entails a shift from a concern about researcher reflexivity and valid representations, towards an awareness of researchers’ responsibilities in the joint performance of the phenomenon studied.

• Gullbekk, Eystein & Byström, Katriina (2019). Becoming a scholar by publication – PhD students citing in interdisciplinary argumentation. Journal of Documentation. ISSN 0022-0418. 75(2), p. 247–269. doi: 10.1108/JD-06-2018-0101. Full text in Research Archive Show summary

  Purpose – The purpose of this paper is to analyse scholarly subjectivity in the context of citation practices in interdisciplinary PhD research. Design/methodology/approach – The paper provides an analysis of longitudinal series of qualitative interviews with PhD students who write scholarly articles as dissertation components. Conceptualizations of subjectivity within practice theories form the basis for the analysis. Findings – Scholarly argumentation entails a rhetorical paradox of “bringing something new” to the communication while at the same time “establishing a common ground” with an audience. By enacting this paradox through citing in an emerging interdisciplinary setting, the informants negotiate subject positions in different modes of identification across the involved disciplines. In an emerging interdisciplinary field, the articulation of scholarly subjectivity is a joint open-ended achievement demanding knowledgeability in multiple disciplinary understandings and conducts. However, identifications that are expressible within the informants’ local site, i.e. interactions with supervisors, other seniors and peers, are not always expressible when negotiating subject positions with journals. Originality/value – This paper contributes to research on citation practices in emerging interdisciplinary fields. By linking the enactment of citing in scholarly writing to the negotiation of subject positions, the paper provides new insights about the complexities involved in becoming a scholar.

• Bøyum, Idunn; Gullbekk, Eystein & Byström, Katriina (2017). «Et helt nytt ‘mindset’»? : Informasjonskompetanse og tverrfaglighet i bibliotekenes undervisningsoppdrag. In Anderson, Astrid; Fagerlid, Cicilie; Larsen, Håkon & Straume, Ingerid (Ed.), Det åpne bibliotek: Forskningsbibliotek i endring. Cappelen Damm Akademisk. ISSN 9788202571863. p. 121–146. doi: 10.23865/noasp.20. Full text in Research Archive Show summary

  Dagens forskningsbibliotek lever ikke opp til stereotypien av støvete, stille rom med hysjende bibliotekarer. Snarere er bibliotekene ofte i forkant av den teknologiske utviklingen. Tenkningen om deres samfunnsoppdrag endres, og bibliotekene åpner for nye aktiviteter og oppgaver. Også brukerne endrer sine vaner. Økt åpenhet kan stå som en fellesnevner for disse endringene. Samtidig hefter det en dobbelthet ved honnørordet «åpenhet», en dobbelthet som er en grunntone i denne boka. De ni kapitlene utforsker endringene i forskningsbibliotekene fra forskjellige faglige og metodiske ståsteder. Vi får lese om dilemmaene digitalisering av tidsskrift og bøker bringer med seg, om Nasjonalbibliotekets legitimeringsarbeid, minoritetskilders problematiske plass i nasjonale samlinger, om nye innretninger som skrivesentre i forskningsbibliotek, om tverrfaglighet i bibliotekundervisningen, om universitetsbibliotek som fysisk sted, om den disiplinerende atmosfæren bibliotekbrukerne søker og om biblioteket som arena for trøst og støtte. Det åpne bibliotek vil være en viktig ressurs for alle som er interessert i de mange endringene som pågår i forskningsbibliotekene, og hvordan disse påvirker og påvirkes av større endringer i universitets- og høgskolesektoren og kultur- og kunnskapspolitikken.

• Gullbekk, Eystein (2016). Apt information literacy? A case of interdisciplinary scholarly communication. Journal of Documentation. ISSN 0022-0418. 72(4), p. 716–736. doi: 10.1108/JDOC-08-2015-0101. Full text in Research Archive Show summary

  Purpose. The purpose of this paper is to explore the aptness of “information literacy”, conceptualized as a socially contextualized phenomenon, for analyses of interdisciplinary scholarly communication. Design/methodology/approach. The paper presents a conceptual analysis. Two influential representatives of the social turn in the information literacy literature are taken as starting points: Annemaree Lloyd’s conceptualization of “information literacy practice”, and Jack Andersen’s conceptualization of information literacy as “genre knowledge”. Their positioning of information literacy as a socially contextualized phenomenon – by use of practice theories and rhetorical genre theory, respectively, – is analysed against an illustrative example of interdisciplinary scholarly communication. Findings. Conceptualizations by Lloyd and Andersen explain information literacy as socially contextualized in terms of stable norms and understandings shared in social communities. Their concepts have the potential of explaining changes and innovations in social practices including scholarly communication. If we combine genre-theoretical and practice-theoretical concepts – and accentuate the open-endedness of social practices and of genres – we can enhance the understanding of information literacy in settings of interdisciplinary scholarly communication where the actors involved lack shared conventions and assumptions. Originality/value. The paper suggests that the fluid features of social contexts should be accounted for in the information literacy literature. By combining genre-theoretical and practice-theoretical concepts in a novel way it offers such an account. It provides a useful framework for understanding the phenomenon of information literacy in interdisciplinary scholarly communication.

• Gullbekk, Eystein; Bøyum, Idunn & Byström, Katriina (2015). Interdisciplinarity and information literacy: Librarians' competencies in emerging settings of higher education. Proceedings of the Annual Meeting of the American Society for Information Science and Technology. 52(1), p. 1–4. doi: 10.1002/pra2.2015.145052010079. Full text in Research Archive
• Gullbekk, Eystein & Mikki, Susanne Ruth (2014). Hjelp når de trenger det. PhD on track – tjenester til en voksende målgruppe. Skriftserien Bibliotheca Nova. ISSN 1894-1427. 2, p. 56–68. Full text in Research Archive
• Beck, Mia; Gullbekk, Eystein; Ringnes, Hege Kristin; Rullestad, Tove & Calvo, Maria Carme Torras (2013). Focus group study. In Gullbekk, Eystein; Rullestad, Tove & Calvo, Maria Carme Torras (Ed.), PhD candidates and the research process. The library´s contribution. Universitetsbiblioteket i Oslo. ISSN 9788280370235. p. 51–102. Full text in Research Archive
• Bech, Mia; Gullbekk, Eystein; Ringnes, Hege Kristin; Rullestad, Tove & Calvo, Maria Carme Torras (2012). Fokusgruppestudien, Ph.d.-kandidater og forskningsprosessen. Bibliotekets bidrag. Universitetsbiblioteket i Oslo. ISSN 9788280370228. p. 49–82. Full text in Research Archive Show summary

  Denne rapporten presenterer resultater fra en litteraturstudie og en fokusgruppestudie om Phd.-kadidaters forhold til informasjonsbehandling og bibliotekets tjenester innenfor høyere utdanning. Undersøkelsen er gjennomført som en del av det pågående prosjektet "information management for Knowledge Cration" (2010 - 2013). I siste fase av prosjektet skal det utvikles nettbaserte veiledningsmoduler rettet mot Phd.-kandidater. Prosjektet er et sammarbeid mellom Universitetsbibliotekene i Bergen, Oslo og Ålborg, Norges Handelshøgskoles bibliotek, biblioteket ved høgskolen i Bergen.

• Gullbekk, Eystein (2008). Plagieringsproblemet som undervisningsutfordring - noen retningsgivende refleksjoner for fagreferenter. In Brandsæter, Signe Marie; Hegna, Knut; Lørdahl, Anita Pedersen & Tuseth, Bård Sverre (Ed.), Biblioteket og forskningen. Foredrag fra Fagreferentkonferansen i Oslo 2. - 4- juni 2008. Universitetsbiblioteket i Oslo. ISSN 9788280370150. p. 27–43. Full text in Research Archive
• Gullbekk, Eystein (2004). Med dialog på timeplanen Halima sin KRL-time. Norsk pedagogisk tidsskrift. ISSN 0029-2052. p. 128-144–128-144. Full text in Research Archive

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• Bull, Inger Brøgger; Gasparini, Andrea Alessandro; Gullbekk, Eystein; Rosenkilde, Oda Amalie; Westbye, Hilde & Ringnes, Hege Kristin [Show all 7 contributors for this article] (2023). AI i PhD-støtte: Hvordan kan bruk av Keenious påvirke forskningsprosessen? Full text in Research Archive
• Løken, Fredrik; Omole, Adesua; Hem, Hilde Kristin; Ødegaard, Marte; Rosenkilde, Oda Amalie & Gullbekk, Eystein (2023). For førsteårsstudentene! Full text in Research Archive Show summary

  Høsten 2024 vil Universitetsbiblioteket (UB) lansere sin nye satsing for førsteårsstudentene. Her skal ferdigheter, mestring og akademisk tilhørighet settes i sentrum. UBs utgangspunkt er våre eksisterende tjenester innen informasjonskompetanse, akademisk skriving og bibliotekets faglig-sosiale møteplasser. I workshopen får du vite mer om UBs tilbud til studentene og studieprogrammene, og om vårt arbeid for å forberede en ny satsing for førsteårsstudentene. I workshopen inviteres du også inn i selve forberedelsene for satsningen. I forberedelsesfasen involverer vi både studenter og miljøer ved UiO i en utforsking av hva førsteårsstudenter opplever som utfordrende og motiverende, og hva vi sammen kan skape for studentene. Alle er velkomne til å delta for å komme med sine tanker og ideer om hva det er en førsteårsstudent trenger for å finne seg til rette med å studere på UiO. Eksempler på spørsmål vi søker svar på er: Hva er det vi må tenke på når vi skal lage et bredt tilbud til førsteårsstudenter? Til studenter: Hva er det du vet nå, som du gjerne skulle visst da du var fersk student? Til ansatte / fagansvarlige: Hva mener du at en førsteårsstudent har behov for å vite (om biblioteket eller andre ting ved UiO)? Hvordan bør tilbudet kommuniseres?

• Gasparini, Andrea Alessandro; Nogueira, Leticia Antunes; Gullbekk, Eystein; Kautonen, Heli; Westbye, Hilde & Rongved, Vidar (2023). Hopping on the AI train? Ethical and practical considerations for the adoption of AI tools in research and higher education. Full text in Research Archive Show summary

  The most recent wave of developments in AI has commanded both awe and apprehension about what these innovations mean for the future of science, scholarly communication, and librarianship. In a paradigm characterized by fierce competition, as illustrated by the pervasive culture of publish or perish, the rapid development and diffusion of AI-based tools can bring challenges to existing frameworks for research ethics. AI is likely to challenge the integrity of scientific enterprise in ways that are yet to be seen, and these impacts extend to the operation of libraries, publishers and more. This workshop seeks to promote a collective exploration of what implications the adoption of AI tools brings to the scientific endeavor.

• Gullbekk, Eystein; Clarke, Sara & Konestabo, Heidi Sjursen (2022). Ett klikk fra kunnskap? Hvordan ta førsteårsstudentenes møte med forskning og faglige informasjonskilder på alvor. Full text in Research Archive
• Gullbekk, Eystein; Ødegaard, Marte; Clarke, Sara & Konestabo, Heidi Sjursen (2022). Ett klikk fra kunnskap? Hvordan ta førsteårsstudentenes møte med forskning og faglige informasjonskilder på alvor. Full text in Research Archive
• Gullbekk, Eystein (2021). Performing interdisciplinary knowledge: Information work in emerging interdisciplinary research. Full text in Research Archive
• Bøyum, Idunn; Gullbekk, Eystein & Byström, Katriina (2017). Et helt nytt ‘mindset’? Informasjonskompetanse og tverrfaglighet i bibliotekenes undervisningsoppdrag. Full text in Research Archive
• Austrheim, Gunhild Helene; Bech, Mia; Cutler, Ingrid; Gasparini, Andrea; Haraldsen, Kirsten Borse & Kavli, Fredrik Andersen [Show all 16 contributors for this article] (2015). PhD on Track – online library support for PhD students. Full text in Research Archive Show summary

  PhD on Track – online library support for PhD students Austrheim, Gunhild5; Bech, Mia 3; Cutler, Ingrid 2; Gasparini, Andrea Alessandro1; Haraldsen, Kirsten Borse 1; Kavli, Fredrik 4; Konestabo, Heidi Sjursen1; Lundmark, Anders Mattias1; Mikki, Susanne 2; Roos, Monica 5; Rullestad, Tove 2; Skagen, Therese1; Torras, Maria-Carme 5; Westbye, Hilde 1; Ødegaard, Marte 1; Gullbekk, Eystein1 Presenter: Kirsten Borse Haraldsen: k.b.haraldsen@ub.uio.no 1Oslo University Library, 2Bergen University Library, 3Aalborg University Library, 4Norwegian School of Economics, Library, 5Bergen University College, Library, In order to become skilled researchers within their specific field, PhD students must master a number of so-called generic or professional skills. These include to publish scientific results, efficiently navigate different sources of information and literature, and to understand how measurements of scientific impact may affect funding and career opportunities. The students may also encounter ethical dilemmas, such as handling different co-author practices, disagreements on publication channels, and open access publishing. In a collaborative effort five Scandinavian research and university libraries have developed the free online resource PhD on Track, to help address these skills and knowledge needs of PhD students. The resource is primarily aimed at inexperienced PhD students, but may also prove valuable to more experienced researchers. In our poster we present the different elements of PhD on Track, highlight some of its potential uses and point to discussions of libraries as legitimate actors in PhD students’ research and learning. We value input from the research communities in an effort to include more specific resources and topics targeted at the biochemical and biological researchers, e.g. about research data repositories, and funding in cross-disciplinary framework programs. The www.phdontrack.net site was launched in 2013 and is already used as a resource in 7 countries. It is built on the results of an empirical study of PhD candidates practices and experienced challenges (Gullbekk et al 2012), conceived as part of the collaborative project “Information Management for Knowledge Creation” funded by the Norwegian National Library. Reference: Gullbekk, E., Rullestad, T., & Torras i Calvo, M.-C. (ed.) (2012). PhD candidates and the research process: The library's contribution. (Vol. 8). Oslo: Universitetsbiblioteket i Oslo.

• Gullbekk, Eystein; Bøyum, Idunn & Byström, Katriina (2015). Interdisciplinarity and information literacy: Librarians’ competencies in emerging settings of higher education - Poster. Full text in Research Archive
• Austrheim, Gunhild; Gullbekk, Eystein & Lönn-Stensrud, Jessica (2015). PhD on Track: på reise med brukerne. Full text in Research Archive
• Gullbekk, Eystein; Mikki, Susanne Ruth & Austrheim, Gunhild (2014). PhD on Track: ferdigheter for en doktorgrad. Full text in Research Archive
• Gullbekk, Eystein; Tonning, Anne Sissel Vedvik; Calvo, Maria Carme Torras & Skagen, Therese (2014). Editorial. Nordic Journal of Information Literacy in Higher Education (NORIL). 6(1), p. 1–5. Full text in Research Archive
• Lönn-Stensrud, Jessica & Gullbekk, Eystein (2014). PhD on track – working with generic skills in context. Full text in Research Archive
• Gullbekk, Eystein & Mikki, Susanne Ruth (2014). PhD on Track - På nett og i seminarrommet. Full text in Research Archive
• Gullbekk, Eystein; Lundmark, Anders Mattias; Attinger, Gisela; Bech, Mia; Cutler, Ingrid & Folkestad, Hege [Show all 18 contributors for this article] (2014). Helping PhD-students succeed: PhD on Track. Full text in Research Archive
• Gullbekk, Eystein (2013). Meeting the Needs of PhD Candidates: Services, Networks and Relevance. Full text in Research Archive
• Gullbekk, Eystein & Austrheim, Gunhild (2013). PhD on Track – designing learning for PhD students. Full text in Research Archive
• Gullbekk, Eystein & Haraldsen, Kirsten Borse (2013). On Track for Doctoral Students? Full text in Research Archive Show summary

  Research support is currently a hot topic for university and college libraries (see, for example, CIBER, 2010; MacColl & Jubb, 2011; Voog et al, 2013). PhD students, traditionally defined as members of established research communities, are increasingly being defined as students. This transition is at least evident in a Scandinavian context. With regard to information literacy teaching there is a need for libraries to develop different approaches for the teaching and supervision of postgraduate students compared to undergraduate students. In our paper the following questions are discussed: 1) What do doctoral students need from the library? 2) What are the constituents of information literacy in the context of postgraduate research? and 3) How should we define efficient and relevant research support for doctoral students? These questions also served as starting points for the three-year project “Information Management for Knowledge Creation”. The main goal of the project was to develop web-based information literacy modules for PhD students. In the first project phase, we mapped the information needs, behaviors, and practices of PhD students. And in a second phase we developed the modules in accordance with our findings. Through a literature review and a focus group study, we found that information seeking behavior closely relates to established methodologies in the students’ disciplines and that time is considered a scarce resource. Hence, two key challenges for developing the modules occurred; to convey our selected topics in a language that relate to disciplinary research processes, and to clearly demonstrate that knowledge about literature resources and skills in using these, will improve the candidates’ ability to use their time more efficiently (Gullbekk, Rullestad & Torras-Calvo, 2013). To ensure that we kept in line with our findings, we applied both usability-testing and content-focused interviews as guiding tools in the second phase of the project. Usability-testing was performed in different stages of the developing phase. At three different points in time, test persons (14 PhD-students from different disciplines) gave feedback to the web-based modules, according to a structured guide. The intention was to observe and receive feedback whether the test-persons were able to identify the information they were questioned about. In addition to this, a content-focused interview was conducted with four PhD-students. They were interviewed in more detail and asked whether the content on the website was consistent with the challenges they experienced in their research. The usability-testing and the interviews led to changes in the information architecture of the modules to enhance navigability, and in establishing a clearer terminology throughout the different pages of the modules. The website, PhD on Track, will be launched by the end of May 2013. Recent data from usability testing and data from upcoming user-evaluations will be added to the discussion in order to scrutinize whether a match has been reached between post-graduate information literacy needs and our support service. “Information Management for Knowledge Creation” is a collaborative project ran by the libraries at the Bergen University College, the Norwegian School of Economics, and at the Universities of Bergen, Oslo and Aalborg.

• Gullbekk, Eystein & Torras, Maria-Carme (2013). PhD on Track – lansering av de nettbaserte læringsmodulene i PhD on Track. Full text in Research Archive
• Gullbekk, Eystein & Mikki, Susanne (2013). "Information Management for Knowledge Creation" - Ph.d.-kandidater og forskningsprosessen. Full text in Research Archive
• Gullbekk, Eystein & Skagen, Therese (2013). Forskningsstøtte i endring: En ut-av-boksen-opplevelse. Full text in Research Archive
• Gullbekk, Eystein & Mikki, Susanne Ruth (2012). Libraries supporting research communities: partners in scientific communication. Full text in Research Archive
• Gullbekk, Eystein; Haraldsen, Kirsten Borse; Skagen, Therese & Westbye, Hilde (2012). Et kunnskapsgrunnlag: funn fra studier om Ph.d. -studenter v/prosjektgruppa. Full text in Research Archive
• Austrheim, Gunhild; Beck, Mia; Gullbekk, Eystein & Haraldsen, Kirsten Borse (2012). Prosjektpresentasjon – “Information Management for Knowledge Creation” Conference proceedings: Nordic journal of information http://noril.uib.no/issue/view/8literacy in higher education. Full text in Research Archive Show summary

  Abstract: http://noril.uib.no/article/view/159 Conference proceedings: Nordic journal of information http://noril.uib.no/issue/view/8

• Torras, Maria-Carme; Gullbekk, Eystein; Mikki, Susanne Ruth; Ringnes, Hege Kristin & Rullestad, Tove (2011). Designing evidence-based research support: a study of PhD candidates’ information needs and searching behavior. Full text in Research Archive
• Gullbekk, Eystein & Torras, Maria-Carme (2010). Det nasjonale kvalifikasjonsrammeverket: Muligheter og utfordringer for bibliotekets undervisning. Full text in Research Archive
• Gullbekk, Eystein & Torras, Maria-Carme (2010). Den informasjonskompetente studenten: Et blikk på internasjonalt og nasjonalt arbeid med bibliotekenes undervisningsvirksomhet. Full text in Research Archive
• Gullbekk, Eystein; Skagen, Therese & Nilsen, Turid Høiberget (2010). Paradigm shift? Developing the Information Literacy Teacher. Full text in Research Archive
• Gullbekk, Eystein (2009). Om plagiering/fusk. Full text in Research Archive
• Gullbekk, Eystein (2008). Plagieringsproblemet som undervisningsutfordring - fagreferentens rolle. Full text in Research Archive
• Gullbekk, Eystein (2008). Discourses on plagiarism and the pedagogic of sanctions. Full text in Research Archive
• Gullbekk, Eystein (2008). Studentoppgaver i biblioteksundervisningen - mål, planlegging, vurdering. Full text in Research Archive
• Tonning, Anne Sissel Vedvik & Gullbekk,, Eystein (2007). Information literacy education at the Faculty of Psychology – a cumulative discipline-based information literacy programme. Full text in Research Archive
• Gullbekk, Eystein; Rullestad, Tove & Calvo, Maria Carme Torras (2013). PhD candidates and the research process. The library´s contribution. Universitetsbiblioteket i Oslo. ISSN 9788280370235. Full text in Research Archive
• Gullbekk, Eystein; Rullestad, Tove & Calvo, Maria Carme Torras (2012). Ph.d.-kandidater og forskningsprosessen. Bibliotekets bidrag. Universitetsbiblioteket i Oslo. ISSN 9788280370228. Full text in Research Archive Show summary

  Denne rapporten presenterer resultater fra en litteraturstudie og en fokusgruppestudie om Phd.-kadidaters forhold til informasjonsbehandling og bibliotekets tjenester innenfor høyere utdanning. Undersøkelsen er gjennomført som en del av det pågående prosjektet "information management for Knowledge Cration" (2010 - 2013). I siste fase av prosjektet skal det utvikles nettbaserte veiledningsmoduler rettet mot Phd.-kandidater. Prosjektet er et sammarbeid mellom Universitetsbibliotekene i Bergen, Oslo og Ålborg, Norges Handelshøgskoles bibliotek, biblioteket ved høgskolen i Bergen.

• Nagel, Anne-Hilde; Strand, Roger; Gullbekk,, Eystein; Hillesøy, Per Gunnar; Lillehaug, Johan & Norheim, Ole Frithjof [Show all 10 contributors for this article] (2007). Utdanning i akademisk redelighet - Tiltak for etikk i utdanningene ved Universitetet i Bergen. Universitetet i Bergen. Full text in Research Archive

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