Elin Opheim

• Mwila, Prispa; Menon, J. Anitha; Opheim, Elin; Monde, Mercy Wamunyima & Hestad, Knut Asbjørn (2025). A mixed-method scoping review examining parental perspectives on heavy metal exposure in children. BMC Public Health. 25(1), p. 1–12. doi: 10.1186/s12889-025-25079-9. Full text in Research Archive Show summary

  Background Heavy metal exposure is a public health problem, especially in vulnerable populations such as children. A growing body of scholarly research sheds light on the issue of heavy metal exposure among children. However, there are still some gaps in the understanding of the full spectrum of factors that influence awareness and knowledge about the effects of heavy metals on children, especially in African countries. Children exposed to heavy metals primarily receive care from their parents. This scoping study aims to methodically map and synthesise the current literature on parental perspectives on children’s exposure to heavy metals. Methods The methodology employed in this scoping review was based on the techniques outlined by Arksey and O’Malley, as well as the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). The review assessed and further processed articles published in English between 1970 and 2023. The reviews encompassed studies conducted globally with no significant geographical limitations or various methodologies. This review primarily focused on qualitative studies in the search strategy. It also included survey and questionnaire studies, in addition to other search terms. The authors synthesised the results via descriptive and narrative analysis. Results The scoping review examined and included 30 publications out of the 424 records that met the inclusion and exclusion criteria. The study identified four primary elements that contribute to parental experiences: knowledge regarding the health consequences of heavy metal exposure, factors that contribute to elevated levels of heavy metal exposure in children, approaches to reduce heavy metal exposure, and factors that hinder or support behavioural modifications in parents of children with heavy metal exposure. Conclusion Parents’ experiences with children exposed to lead vary by area and remain inadequately understood, particularly in low-income countries. There is an increased need for parental knowledge and active prevention measures regarding heavy metal exposure. The consequences of exposure can be dire, underscoring the urgency and seriousness of this public health issue. Therefore, further study is necessary to clarify the fundamental concepts that inform practice and policy.

• Bjørge, Heidi; Baklien, Børge; Opheim, Elin; Kvaal, Kari & Skulberg, Knut Ragnvald (2024). Loneliness, social provision and health among older men and women with chronic physical diseases – a mixed methods study. Cogent Public Health. VOL. 11(2322828). doi: 10.1080/27707571.2024.2322828. Full text in Research Archive Show summary

  Purpose The purpose of this study was to explore loneliness, social provision and perceived health from a gender perspective among older persons with chronic diseases. Methods A mixed-methods approach was chosen to enable a deeper insight into the participants’ experience of loneliness. Perceived social support was assessed by the Social Provisions Scale and self-rated health was reported by 42 older participants with chronic diseases. An interview was conducted with 27 participants who reported feeling lonely. Findings Analysis revealed no gender differences in the survey of social provision, but the correlation between social provision and self-rated health was much stronger in women than compared to men. In their statements, the female participants expressed missing emotional support, someone to talk to and relationships with their family. The male participants longed for contact and wanted help to get out of the house. Conclusions The participants need for relief strategies against loneliness seems to be closely linked to their previous traditional gender roles. The results indicate that society could improve the health of older women and men by promoting safe social contacts, preferably in smaller interest groups, as well as facilitating social contact in society, e.g. social meeting places.

• Nord-Baade, Silje; Ness, Ottar; Jensen, Camilla Bergsve; Rowe, Michael; Opheim, Elin & Landheim, Anne Signe (2024). Barriers and facilitators for social inclusion among people with concurrent mental health and substance use problems. A qualitative scoping review. PLOS ONE. 19(12). doi: 10.1371/journal.pone.0315758. Full text in Research Archive Show summary

  Background People with concurrent mental health and substance use problems are among the most socially excluded groups in our society, yet little attention has been paid to what socially excluded people see as central to promoting their social inclusion. The aim of this qualitative scoping review is to provide an overview of barriers and facilitators for social inclusion among people with concurrent mental health and substance use problems, based on first-person perspectives, to help guide future research, policies, and practice. Methods We explored first-person perspectives on social inclusion among people with concurrent mental health and substance use problems, employing Arksey and O’Malleys framework. We searched Medline, PsycINFO, Embase, Scopus, Cinahl, and other sources for studies published between January 2000 and September 2023. We employed content analysis and followed the PRISMA checklist. Results We included 55 articles included in our review and identified sub themes of: Intrapersonal baseline (identity, belonging), Components of social inclusion (relationships, meaningful activities, employment, economy), and Systemic failure or success (housing, public health and welfare services, the criminal justice system). Conclusion Social inclusion is rarely studied outside the context of direct services. Our results point to knowledge gaps in addressing social inclusion in a broad, societal context; implementing gaps in services; and developing policies to assure the fundamental needs and human rights of socially excluded persons.

• Steffenak, Anne Kjersti Myhrene; Anderzén-Carlsson, Agneta; Opheim, Elin & Sandsdalen, Tuva (2021). Community-based support for children who are next-of-kin for a parent experiencing illness or disability – a scoping review. BMC Health Services Research. 21(1). doi: 10.1186/s12913-021-07270-x. Full text in Research Archive Show summary

  Introduction Children who are next-of-kin, for a parent who experience illness or disability, need support. In Norway, guidelines, routines and structured approaches in the community health services are lacking regarding involving children in the care of a parent and for services when supporting children as next-of-kin. Additionally, no existing international review has focused on support from community health and social services for children who are next-of-kin to a parent regardless of the specific illness or disability. Aims This scoping review examined the current knowledge regarding the types of community health and social services support to children 0 to 17 years old living with a parent experiencing illness or disability. The review also identified children’s support preferences and needs. Methods The scoping review involved five stages; identifying research question; identifying relevant articles; selecting articles; charting the data and finally, collating, summarizing and reporting the results. Results Articles which included community health and social services interventions and children’s preferences or needs for support were included. The foci of interventions included preventive education, peer support, psychosocial support, and interventions focusing on family communication and recovery planning. Articles focusing on children’s preferences or need for support described their wish to be recognized as a next-of-kin, having someone to talk to and professional and peer support. Conclusion The review highlighted the importance of children receiving support according to their preferences. It is important to elicit children’s voices, to ensure community health and social services are developed for and tailored to this population.

• Moen, Øyfrid Larsen; Opheim, Elin & Trollvik, Anne (2019). Parents experiences raising a child with food allergy; A qualitative review. Journal of Pediatric Nursing : Nursing Care of Children and Families. ISSN 0882-5963. 46, p. e52–e63. doi: 10.1016/j.pedn.2019.02.036. Full text in Research Archive Show summary

  Problem:Food allergies are one of the fastest growing public health concerns without a cure, affecting approxi-mately 8% of the world's child population. Being the parent of a child with allergies may lead to concerns, and af-fect everyday life in the family. The aim was to synthesize and describe parents' experiences of living with foodallergies in families when one of the children has a food allergy.Eligibility criteria:A systematic search using subject terms and text words was performed in Cinahl (Ebsco),Swemed+, Medline (OVID) and Scopus in October 2017. The search was limited to parents with children and ad-olescents, for the years from 2006 to October 2017.Sample:One hundred and forty articles were screened and 24 were included.Results:A meta-summery of the results from the included studies were conducted. The parents lived in fear, aftertheir child had theirfirst reaction and had become allergic, a life threatening experience. They tried to live an or-dinary family life and parents had to learn how to be one-step ahead and understand early signs. The family's so-cial life was also influenced. Parents asked for support and information from health professionals and moreknowledge and skills increased parents' manageability.Conclusion:Parents need support and a seamless encounter with health professionals, with multidisciplinary col-laboration and knowledge sharing to develop the parents' self-efficacy.Implications:Health professionals must provide information and support parents on their path through thehealth-care system in having a child with a food allergy.

• Opheim, Elin; Andersen, Per Normann; Jakobsen, Marianne; Aasen, Bjørn & Kvaal, Kari (2019). Poor quality in systematic reviews on PTSD and EMDR – an examination of search methodology and reporting. Frontiers in Psychology. 10(JULY). doi: 10.3389/fpsyg.2019.01558. Full text in Research Archive Show summary

  Background: Different user groups regard systematic reviews as reliable and valuable sources for answering research questions. For systematic reviews to fulfill their purpose, methodological quality in all stages are of importance. The studies identified in a systematic search form the basis of the review, thus the search process methodology is important for both performing and reporting the search. The purpose of the present study was to evaluate the quality of non-Cochrane systematic reviews by analyzing how they perform and report the search. The focus of this article is eye movement desensitization and reprocessing (EMDR), a trauma-focused therapy commonly used for post-traumatic stress disorder (PTSD). Methods and results: We examined the method chapters of 20 systematic reviews on the subject, and rated their searches and reporting using relevant elements from the Cochrane Handbook and PRISMA. We found inadequacies in the methods employed for searching and reporting the search strategy, which could have been avoided by greater adherence to guiding documents for performing systematic reviews. Conclusions: Our findings raise important questions for future debate on the risk of omitting studies, thus impairing the conclusions in a systematic review. For clinical purposes, researchers should investigate if, and how, the search strategy in a systematic review affects the body of knowledge and the results.

• Austvoll-Dahlgren, Astrid; Danielsen, Stein Ove; Opheim, Elin; Bjørndal, Arild; Reinar, Liv Merete & Flottorp, Signe [Show all 8 contributors for this article] (2013). Development of a complex intervention to improve health literacy skills. Health Information and Libraries Journal. ISSN 1471-1834. 30(4), p. 278–293. doi: 10.1111/hir.12037. Full text in Research Archive Show summary

  Background Providing insight into the developmental processes involved in building interventions is an important way to ensure methodological transparency and inform future research efforts. The objective of this study was to describe the development of a web portal designed to improve health literacy skills among the public. Methods The web portal was tailored to address three key barriers to obtaining information, using the conceptual frameworks of shared decision-making and evidence-based practice and based on explicit criteria for selecting the content and form of the intervention. Results The web portal targeted the general public and took the form of structured sets of tools. Content included: an introduction to research methods, help on how to find evidence-based health information efficiently based on the steps of evidence-based practice, an introduction to critical appraisal, information about patient participation rights in decision-making, and a decision aid for consultations. Conclusions The web portal was designed in a systematic and transparent way and address key barriers to obtaining and acting upon reliable health information. The web portal provides open access to the tools and can be used independently by health care users, or during consultations with health professionals.

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• Jorem, Gøril Tvedten & Opheim, Elin (2026). Collaboration with researchers on systematic reviews: Results from a world café discussion. Full text in Research Archive Show summary

  Foredraget presenterte funnene beskrevet i artikkelen: Opheim, E., Johnsen, K. E., Jorem, G. T., Telle-Wernersen, D., & Urnes, K. D. (2026). Samarbeid med forskere om kunnskapsoppsummeringer: Muligheter og utfordringer. Nordic Journal of Information Literacy in Higher Education, 15(1), 43–53. https://doi.org/10.15845/noril.v15i1.4788

• Opheim, Elin (2026). Navigating the digital landscape: universities partnering for change (NIAGARA): examining digital competency needs. Full text in Research Archive
• Opheim, Elin (2026). D1.6: Final report on Quality Assurance. doi: https:/niagaragrant.com/publications/d1-6-final-report-on-quality-assurance/. Full text in Research Archive Show summary

  Quality assurance is a continuous process influencing all parts of a project. It consists of the processes leading to outputs, the outputs themselves, and the agreements and documents stating the rights and responsibilities of partners. In addition, systems must be in place to plan and monitor quality, manage risks, and document learning. The partners and other stakeholders that form the project organization are vital for its quality and involve internal and external bodies. Quality assurance must be a day-to-day and continuous activity. To report consistently on quality, there must be pre-defined indicators, expected impact, and budget adherence. This report summarizes the NIAGARA project’s work on quality assurance describing Project management; Monitoring and control; Processes and resources and Quality of Products and outcomes. The report also presents transferable learning points.

• Opheim, Elin; Johnsen, Kjell Erik; Jorem, Gøril Tvedten; Telle-Wernersen, Didrik & Urnes, Kjersti Dahlskås (2026). Samarbeid med forskere om kunnskapsoppsummeringer: Muligheter og utfordringer. Nordic Journal of Information Literacy in Higher Education (NORIL). 15(1), p. 43–53. doi: 10.15845/noril.v15i1.4788. Full text in Research Archive Show summary

  Many academic libraries offer systematic literature search support services, including searches for various types of reviews. When involved in reviews, librarians collaborate closely with individual researchers or research groups and may either supervise or conduct the searches themselves. Such collaboration provides an excellent opportunity to showcase librarians’ methodological and search expertise, but it can also present challenges. The BISON Network Working Group (“Librarians involved in systematic reviews in Norway”) invited participants to discuss this topic at VIRAK 2025. Using the World Café method, 32 participants explored five questions about the opportunities and challenges librarians may encounter in their work with systematic searches: 1) Can you share a positive experience from a previous collaboration with researchers? What were the key success factors in your opinion? 2) What opportunities and challenges do you see in clarifying expectations during a kick-off meeting between librarians and researchers? 3) What do you think researchers find challenging in the collaboration? 4) How can situations perceived as challenging be addressed? 5) What are the advantages and challenges of promoting search services? Participants represented small and large libraries and varying levels of experience with systematic searches. Summaries from the discussions highlighted that a structured approach to clarifying expectations and roles, along with methodological competence, are key factors for effective collaboration. However, issues such as time constraints, understanding of methods, and communicating one’s own expertise were identified as common challenges. Based on the World Café summaries and a later BISON-webinar a set of best-practice recommendations has been developed.

• Opheim, Elin & Johnston, Jamie (2025). 10 læringspunkter for internasjonalt prosjektsamarbeid. Full text in Research Archive
• Opheim, Elin; Johnston, Jamie & Mtega, Wulystan Pius (2025). Using DigComp to Build Digital Literacy Capacity in LIS Education. doi: https:/niagaragrant.com/publications/using-digcomp-to-build-digital-literacy-capacity-in-lis-education/. Full text in Research Archive
• Hagen, Karianne & Opheim, Elin (2025). Arbeidsflyt i søkeoppdrag til søknader: Nye ideer gjennom samarbeid. Full text in Research Archive Show summary

  Forskerstøtteklyngen ved Universitetet i Innlandet samarbeider for å øke antall og kvalitet på søknader om ekstern finansiering. Biblioteket har gjennom arbeidet i klyngen fått nye ideer til hvordan vi gjennomfører søk til søknader. Forskningsrådgiverne som veileder forskere i søknadsprosessen er tydelige på behovet for en grundig kartlegging av kunnskapsstatus og oppfordrer til å involvere biblioteket tidlig i prosessen. Dette bevisstgjorde oss på behovet for en strategisk tilnærming til denne type søkeoppdrag. Kartlegging av kunnskapsstatus krever ulike tilnærminger ut ifra når i søknadsprosessen vi involveres. For lettere å kunne identifisere korrekt tilnærming, har vi utarbeidet et flytskjema som beskriver ulike innfallsvinkler og hva som skal inkluderes i søk med utgangspunkt i en dynamisk ressurspyramide. Denne består av de verktøyene forskeren og vi bruker for å kartlegge kunnskapsstatusen, og tydeliggjør hvem som har ansvar for hva i kartleggingen. Eksempelvis vil en søknad i idéfasen kreve en mindre grundig kartlegging med søk i færre ressurser enn en som har fått klarsignal til å videreutvikle en søknadsidé. For alle søkeoppdrag har vi utarbeidet maler for arbeidsdokumentasjon som sendes bestiller ved ferdigstillelse.

• Opheim, Elin (2024). Deliverable D1.5: Strategy for Quality Assurance. Full text in Research Archive Show summary

  During the lifespan of a project, quality assurance is important in all stages from planning to closing. Quality assurance covers the quality of outputs and results, and the management, processes, and implementation. It is not only important to do the right things, but to do the right things right to maximise potential and minimise risks. This is the aim of the strategy for Quality assurance. According to the international project management methodology PRINCE2 (Projects in Controlled Environments), quality management consists of planning and control. PRINCE2 uses the term Quality Assurance for external overseeing, and Project Assurance for internal monitoring. In this document, the term Quality Assurance will be used for both internal and external planning and control, and the term will be further elaborated on in Chapter 2 Quality Assurance Approach. The Quality Assurance strategy is part of WP1 project management and describes quality activities planned and conducted in the project. An integrated part of the strategy is learning points from the project’s first 18 months relating to quality. This document is structured according to the different facets of quality assurance. It was prepared by the Project Manager with contributions from Institutional project coordinators and was discussed in the NIAGARA steering group. Finally, it was approved by the Joint Project Management Committee.

• Khosrowjerdi, Mahmood; Rak, Dorota; Johnston, Jamie; Opheim, Elin; Bøyum, Idunn & Kanyengo, Christine W. (2024). Understanding and Mitigating Delays in International Academic Projects. doi: https:/niagaragrant.com/publications/understanding-and-mitigating-delays-in-international-academic-projects/. Full text in Research Archive
• Mtega, Wulystan Pius; Malekani, Andrew; Tarimo, Ronald B.; Opheim, Elin; Khosrowjerdi, Mahmood & Kanyengo, Christine W. [Show all 7 contributors for this article] (2024). Towards digital competent librarians: a cross-country curriculum analysis. doi: https:/niagaragrant.com/publications/towards-digital-competent-librarians-a-cross-country-curriculum-analysis/. Full text in Research Archive
• Bøyum, Idunn & Opheim, Elin (2024). Didactic relationship model: Framework for planning. Full text in Research Archive
• Johnston, Jamie; Opheim, Elin & Cisek, Sabina (2024). Report NIAGARA-Project Seminar 27.05.2024 – 29.05.2024. Full text in Research Archive Show summary

  The seminar at OsloMet (D6.2) took place from May 27th to May 29th, and directly following was the Librarian Exchange (D6.3) held at Inland Norway University of Applied Sciences from May 30th to June 1st and at Jagiellonian University from June 3rd to June 8th. June 2nd was a travel day. The aims of the seminar and librarian exchange were capacity building for all partners and to provide many practical insights and ideas for improvement in their libraries. The seminar and librarian exchange are both part of WP6 Blended Mobility. There are a few minor adjustments and changes to the original plans for the Seminar (D6.2) and Librarian Exchange (D6.3). They were initially planned to take place over three weeks, however, due to the project partners' limited availability, the time was reduced to two weeks. Therefore, the Oslo seminar was reduced from 5 days to 3 days. All topics were covered, and activities were carried out as planned through a more condensed program. Representatives from each partner university were present at the seminar (Appendix 1), except the University of Barotseland. This report covers the program and activities included in the D6.2 Seminar.

• Johnston, Jamie; Opheim, Elin & Cisek, Sabina (2024). Report NIAGARA-Project Librarian Exchange 30.05.2024 – 08.06.2024. Full text in Research Archive Show summary

  The seminar at OsloMet (D6.2) took place from May 27th to May 29th, and the Librarian Exchange (D6.3) was held at Inland Norway University of Applied Sciences from May 30th to June 1st and at Jagiellonian University from June 3rd to June 8th. June 2nd was a travel day. The aim of the seminar and librarian exchange was capacity building for all partners and to provide many practical insights and ideas for improvement in their libraries. The seminar and librarian exchange are both part of WP6 Blended Mobility. There are a few minor adjustments and changes to the original plans for the Seminar (D6.2) and Librarian Exchange (D6.3). They were initially planned to take place over three weeks, however, due to the project partners' limited availability, the time was reduced to two weeks. Therefore, the Librarian Exchange took place over a week and a half. Cultural activities were scheduled on the two Saturdays, thus bringing the total number of days to 9. All topics were covered, and activities were carried out as planned through a more condensed program. Specific to the Librarian Exchange, project partners participated extensively in the demonstrated services through questions and discussions. Representatives from each partner university attended the librarian exchange (Appendix 1), except Greg Kwalombota and Namoonga Chiinda from the University of Barotseland, who were not issued travel visas in time to attend. The OsloMet partners only attended the Librarian Exchange in Norway. This report covers the program and activities included in the D6.3 Librarian Exchange.

• Opheim, Elin (2023). D1.3 STAKEHOLDER SURVEY AND NEEDS ANALYSIS. Full text in Research Archive Show summary

  The main aim of the NIAGARA project is to utilize the partnership between universities in Zambia, Tanzania, Poland and Norway to improve and expand information services by developing libraries’ ICT infrastructure and librarians’ digital competencies. The survey and needs analysis of stakeholders is based on the six-step stakeholder framework used by The Norwegian Digitalisation Agency in their Project Management Model. The main target groups of the NIAGARA project are LIS-students, LISfaculty, librarians and institutional management. These groups are especially important to analyze, and to plan and conduct interventions to sustain their interest.

• Cisek, Sabina; Opheim, Elin; Rak, Dorota & Zych, Magdalena (2023). Deliverable D7.7: Dissemination strategy. doi: https:/niagaragrant.com/dissemination-strategy/. Full text in Research Archive Show summary

  This task involves creating a consistent strategy and action plan for effective information dissemination of the project and its achievements to different audiences, including academic librarians, LIS faculty and students in Norway, Poland, Tanzania and Zambia, the wider community interested in digital competencies, development of academic library services and access to scholarly information, also for students with fewer opportunities, quality of higher education, LIS and related areas, as well as SubSaharan matters. The strategy integrates four main channels of dissemination, i.e., the NIAGARA project website and social media communication (WP7), teaching/learning activities (courses of different types, one-toone instruction) (WP3), meetings (conferences, seminars, workshops) (WP6), as well as publication of research papers in open access and other scholarly journals. Proper communication and dissemination ensure that experiences, knowledge, and competence obtained in the project can be shared with a wide audience to assure the long-term impact of the project.

• Johnston, Jamie; Opheim, Elin; Cisek, Sabina; Kanyengo, Christine W.; Mubita, Greg Kwalombota & Malekani, Andrew W. [Show all 8 contributors for this article] (2023). Workshop Report NIAGARA-Project 07.03.2023 – 17.03.2023. Full text in Research Archive Show summary

  Navigating the digital landscape: universities partnering for change (NIAGARA) started January 2nd 2023. A two week workshop in Lusaka and Dar es Salaam was planned as a part of work package 6, Blended mobility. During the two weeks of the workshop, administrative and management issues were presented to give all participants a good understanding of how the project is organized, and also the content of the Grant Agreement. Each project coordinator presented the work packages (WP) they are the lead beneficiary of; the tasks, deliverables and milestones. The whole group also discussed needs and challenges for each WP. Discussions at the workshop showed that the three target groups - students, faculty and librarians - were considered to have or meet some of the same barriers across partner institutions. The equipment in computer labs is not sufficient with regard to the number of students, and faculty has to use private equipment (partners in Zambia and Tanzania). Faculty and students lack competency to search library resources and they often do not attend when invited for training. As a result, students and faculty do not adequately select the best sources for their work. There are not enough librarians to meet the need for digital training, and it is also recognized that some librarians do not have the necessary skills. The libraries are in general not able to support students with special needs. This information gained from the discussion will supplement data collection activities related to the conducting of a survey of digital literacy and data management skills WP2 (T2.3).

• Opheim, Elin; Kanyengo, Christine W. & Khosrowjerdi, Mahmood (2023). Navigating the digital landscape: Preliminary results. Full text in Research Archive Show summary

  The oral presentation will provide a brief overview of the project NIAGARA, and present some preliminary results from the project. Background In order to produce quality graduates, increase the level of research outputs, and contribute to social-economic development in higher education systems, the students, faculty and staff need to have access to an adequate digital infrastructure and to acquire the digital competencies needed to advance their learning, teaching and research objectives. This is where academic libraries and librarians come to play. Digital technologies positively impact library users’ information discovery and retrieval, and it is librarians who facilitate access to these technologies as well as provide the instruction and guidance required for using them effectively. However, in order to facilitate the use of digital technologies for their users, the librarians must first be equipped with the digital competencies needed for enhancing the discovery of library content and supporting online learning. Despite the importance of new technologies for providing library services, most academic libraries in African countries, and particularly in Tanzania and Zambia, have very low investments in digital infrastructure. Consequently, library employees are unable to develop their digital competencies. This lack of infrastructure limits the libraries’ ability to support core functions of teaching, learning and research, and the lack of skills amongst library staff prevents them from being able to navigate and utilize online spaces effectively. Librarians must have the competencies to effectively manage and use learning management systems, academic databases, digital teaching platforms, institutional repositories and communication technologies. This has become more apparent during the COVID-19 pandemic, where most teaching and learning activities have moved to online spaces. Of particular concern, library professionals in Tanzania and Zambia have especially fallen behind in terms of digital competencies. This has resulted in poor library and information service provision that affects their ability to support education and research in the digital environment. To target the noted issues mentioned above, the project NIAGARA with partners from university libraries in Zambia, Tanzania, Poland and Norway, received Erasmus+ funding in 2022. The specific objectives of the project are as follows: -To strengthen the digital infrastructure in partner university libraries in Tanzania and Zambia that will benefit all students and staff and ensure inclusive and equal access to library and information services -To examine current digital competencies needed for efficient provision of library and information services -To develop and implement short-term courses based on gap analyses Work package 2 on digital competency assessment will, among other things, conduct a survey on digital competence and data management skills to measure librarians and LIS students’ ability to use digital technologies to find, create, use, share, and evaluate information and data in the form of text, images and other formats. Summary The preliminary results from the NIAGARA project (specially the Work Package 2 which is focused on surveying digital competencies of librarians, LIS students, etc.) will provide fruitful insights on the status of digital competency skills in target groups and provide a better understanding of the required actions.

• Opheim, Elin & Khosrowjerdi, Mahmood (2023). DigComp framework in practice: Global North meets Global South​. Full text in Research Archive Show summary

  The ability to use digital technologies confidently, responsibly, and critically for work, learning, and participation in society is known as digital competences. This skill set combines knowledge, attitudes, and skills that enable individuals to effectively use digital tools in various aspects of life. Our project, NIAGARA (co-funded by EU), aims to utilize the partnership between universities in Zambia, Tanzania, Poland, and Norway to enhance information services support in higher education institutions by developing libraries’ ICT infrastructure and librarians’ digital competencies. The European Digital Competence Framework for Citizens, DigComp, lays out five digital competencies needed for individuals to effectively use technology. DigComp is a widely acknowledged tool used to evaluate and certify digital competence and has been adopted for teacher training and professional development initiatives both within Europe and outside. As part of a two-week workshop of NIAGARA, the applicability of DigComp framework to map the digital competencies of library and information science professionals and library services was examined. On the application level, DigComp seems to be less applicable for those societies facing higher socio-economic issues. The DigComp presupposes that all people have similar access to personal computers, internet connection, and basic ICT skills, and that they could benefit from this framework to further develop their digital competencies. However, the conceptions of competencies, digital, access, and ICT skills are very contextual. To have a more inclusive framework, DigComp must step back and look at the digital competencies via a sociocultural perspective.

• Opheim, Elin (2023). NIAGARA-prosjektet: Digital bibliotekkompetanse i Tanzania, Zambia, Polen og Norge. Bok og bibliotek. p. 78–80. Full text in Research Archive
• Johnston, Jamie; Khosrowjerdi, Mahmood; Bøyum, Idunn; Opheim, Elin; Cisek, Sabina & Deja, Marek [Show all 19 contributors for this article] (2023). Navigating the digital landscape: Universities partnering for change (NIAGARA). Full text in Research Archive
• Opheim, Elin (2021). Hva er et litteratursøk?: Når bør det være systematisk? Hva gjør bibliotekaren og hva gjør brukeren vår? Full text in Research Archive
• Gundersen, Malene Wøhlk; Opheim, Elin & Ødegaard, Marte (2021). BISON – et sted å høre til. Full text in Research Archive Show summary

  BISON – et sted å høre til For bibliotekarer som på varierende vis er involvert i systematiske oversikter er BISON stedet å være med over 130 medlemmer på tvers av fag, geografi, institusjoner og erfaring. Og bedre skal det bli! Gjennom deltakelse i vår interaktive BISON-bingo bidrar du i vårt felles, faglige nettverk og kan påvirke hvilke kurs og seminarer som arrangeres, utveksle erfaringer og få med deg gullkorn fra «The Best of BISON».

• Opheim, Elin; Fylking, Asta Cecilia Black; Kvaal, Kari & Pedersen, Monica Stolt (2021). «Ansatte i kommuner og sykehus står i fare for å mangle tilgang til sentrale kunnskapsressurser». Full text in Research Archive
• Opheim, Elin; Fylking, Asta Cecilia Black & Kvaal, Kari (2020). Likeverdig behandling krever likeverdig tilgang. Full text in Research Archive
• Opheim, Elin; Andersen, Per Normann; Jakobsen, Marianne; Aasen, Bjørn & Kvaal, Kari (2019). Poor quality in systematic reviews on PTSD and EMDR: Examination of search methodology and reporting. Full text in Research Archive
• Opheim, Elin & Gundersen, Malene Wøhlk (2018). Deling av litteratursøk og andre ressurser knyttet til bibliotekarens arbeid med systematiske oversikter. Full text in Research Archive
• Gundersen, Malene Wøhlk & Opheim, Elin (2018). Engasjerte bibliotekarer søker likesinnede til faglig deling av godt og vondt. Full text in Research Archive
• Opheim, Elin; Hunskår, Irene & Søvik, Margrethe Bakstad (2017). Bibliotek, kunnskapsbasert praksis og informasjonsressurser i kommunehelsetjenesten: «Vi må finne rollen vår». Bob : Bok og bibliotek. ISSN 0006-5811. 83(2), p. 68–70. Full text in Research Archive
• Opheim, Elin & Hagen, Karianne (2017). Basiskurs i akademisk skriving: nytt kurstilbud for studentene. In Calogiuri, Giovanna; Skille, Eivind & Knudsen, Per Egil (Ed.), Institutt for Tannpleie og Folkehelse - Årbok 2016-2017. Høgskolen i Hedmark. Full text in Research Archive
• Opheim, Elin; Jakobsen, Marianne; Aasen, Bjørn Aksel & Kvaal, Kari (2017). EMDR (Eye Movement Desensitization and Reprocessing)- systematisering av forskningsbaserte resultater. Full text in Research Archive
• Opheim, Elin & Flottorp, Signe (2017). Another way of thinking: a qualitative evaluation of the usefulness of 4-hour training in evidence-based practice and critical appraisal for user representatives. Full text in Research Archive
• Opheim, Elin & Søvik, Margrethe Bakstad (2016). Samhandlingsreformen – er bibliotekene en missing link? Bob : Bok og bibliotek. ISSN 0006-5811. p. 66–67. Full text in Research Archive
• Opheim, Elin (2013). Helseinfo via folkebibliotek: utfordringer med å veilede i digitale ressurser. Full text in Research Archive
• Opheim, Elin & Flottorp, Signe (2013). User involvement in health care at an organisational Level: how useful is training in evidence-based practice for user representatives? Full text in Research Archive
• Opheim, Elin (2013). Mange anekdoter skaper ikke data: et kritisk blikk på helsejournalistikken. Bibliotekforum. ISSN 0806-4725. 38(7), p. 10–11. Full text in Research Archive
• Opheim, Elin & Aam, Karianne Albrigtsen (2013). Biblioteket: en arena for helseinformasjon. Skriftserien Bibliotheca Nova. ISSN 1894-1427. p. 16–23. Full text in Research Archive
• Opheim, Elin (2012). Helseinformasjon via folkebibliotek: et norsk forprosjekt. Bibliotekforum. ISSN 0806-4725. 37(5), p. 10–10. Full text in Research Archive
• Opheim, Elin (2012). Folkebibliotek og helseinformasjon - en selvfølge? Bibliotekforum. ISSN 0806-4725. 37(5), p. 16–17. Full text in Research Archive
• Mwantimwa, Kelefa; Opheim, Elin; Bøyum, Idunn; Cisek, Sabina; Chiinda, Namoonga & Deja, Marek [Show all 23 contributors for this article] (2024). Exploring digital competence among academic library staff, LIS-faculty members and students: a scoping review. NIAGARA. Full text in Research Archive
• Opheim, Elin (2012). Helseinformasjon via folkebibliotek: rapport fra forprosjekt. Stange bibliotek. Full text in Research Archive
• Opheim, Elin & Flottorp, Signe (2011). Brukermedvirkning på systemnivå: en kvalitativ studie av nytteverdi av kurs i kunnskapsbasert praksis for brukerrepresentanter. Høgskulen på Vestlandet. Full text in Research Archive Show summary

  Health care services should be based on the best available evidence, and emphasise the active role of users. There is little research on user involvement at the population level. Norwegian health authorities have highlighted the need for better knowledge related to how users are involved in health care decisions, the degree to which they are involved, the outcomes of user involvement, and how user input can be heard more clearly. This paper gives a theoretical introduction to user involvement, the role as a user representative, and different frameworks for user involvement. Evidence-based practice is a standard approach for the development and delivery of health care services. Courses targeting health personnel have been widely available, but few courses target user representatives. The aim of this study was to explore how user representatives evaluate the usefulness of a 4-hour course in evidence-based practice and critical appraisal. Two courses were held. The course was evaluated using focus group interviews and data was analysed according to the framework interpretive description. The 4-hour course consisted of three parts: 1. introduction to evidence-based practice 2. how to access reliable health information 3. how to critically appraise health information using the DISCERN-instrument Parts two and three developed from the web-portal ‘Sunn skepsis’ (Healthy scepticism). Evidence-based practice was considered a tool that provided user representatives with useful attitudes and skills. Participants gave rich descriptions of settings and tasks related to their role, where these outcomes were important. The study sheds light on the need for and importance of user representative competence. There is a need for further studies evaluating different course concepts, including courses for both health personnel and user representatives together. Frameworks and evaluation tools from evidencebased practice, public involvement, and health literacy might be usefully combined.

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