Stian Grimsskog

• Grimsskog, Stian & Heinström, Jannica (2026). Library Information Literacy instruction as a means of reducing the experience of Information Overload [Research data]. doi: 10.18712/NSD-NSD3454-V1. Full text in Research Archive Show summary

  This data is related to a master’s thesis in Library and information science that explores the possible impact of Information Literacy (IL) lectures and guidance from academic libraries on the IL proficiency of students in higher education and their experience of Information Overload (IO). Three research questions were devised to investigate the possible relationship between receiving IL instruction from academic and perceived IO. The purpose was to investigate information literacy and feelings of information overload among students in higher education in Norway, and whether guidance/teaching from academic libraries could influence this. The method used was a four-part self-completion survey. The survey contained generalized questions about the respondents’ background and frequency of attending or receiving IL-related lectures or guidance from academic libraries. Additionally, the survey contained 11 statements measuring IL proficiency, perceived IO, satisficing, and Fear of Missing Out. To investigate IL proficiency and cognitive load, the survey included practical tasks and NASA-TLX. The total sample size was 213. The factor analysis identified two factors related to IL and IO. The factor scores formed the main way perceived IO and IL proficiency were measured. The problem statement and research questions of the master’s thesis was as follows: Problem statement: To explore the impact of Information Literacy (IL) lectures and guidance from academic libraries on the IL proficiency of students in higher education and their experience of Information Overload (IO). The three Research Questions (RQs) are: - Do information literacy lectures and guidance impact students’ information literacy proficiency? And if so, in what way? - Do information literacy lectures and guidance impact students’ perceived Information Overload? And if so, in what way? - Does information literacy proficiency impact the experience of information overload? And if so, in what way?

• Nicolaisen, Stian Grimsrud; Knutsen, Martin Velde & Letnes, Odd (2020). Bibliotekarutdanningen ved OsloMet – liten endring i informasjons­søkeadferd hos studentene. [Journal]. Bok og Bibliotek. doi: https:/web.archive.org/web/20260605090757/https:/www.bokogbibliotek.no/aktuelt/bibliotekarutdanningen-ved-oslomet-liten-endring-i-informasjonssokeadferd-hos-studentene/182926. Full text in Research Archive Show summary

  Informasjonssøkeadferden hos studenter ved bachelorprogrammet innen Bibliotek og Informasjonsvitenskap. Skjer det noen endring underveis i studieforløpet?

• Heinström, Jannica & Grimsskog, Stian (2026). Library Information Literacy instruction as a means of reducing the experience of Information Overload. OsloMet - storbyuniversitetet. Full text in Research Archive Show summary

  This thesis explores the possible impact of Information Literacy (IL) instruction from academic libraries on the IL proficiency of students in higher education and their perceived Information Overload (IO). The thesis has three research questions focused on the possible relationship between receiving IL instruction from academic libraries and perceived IO. The method used was a four-part self-completion survey. The survey contained generalized questions about the respondents’ background, and frequency of receiving IL-related instruction. The survey contained 11 statements measuring IL, IO, satisficing, and Fear Of Missing Out. To investigate IL proficiency and cognitive load, the survey included practical tasks and NASA-TLX. The number of respondents was 213. Factor scores related to IL and IO formed the main way perceived IO and IL proficiency were measured. The results indicated that elevations in IL proficiency corresponded with reduced perceived IO. In addition, that receiving IL instruction increased IL proficiency. Furthermore, that increased IL proficiency correlated with decreased cognitive load. This thesis concluded that academic lectures and guidance were valid methods for increasing IL proficiency, and that frequency of instruction was important. The instruction should not be one-shot events. Raising IL proficiency was indicated to decrease perceived IO and cognitive load. Stressing the importance of elevating these competencies.

View all works in NVA