| Summary: | The main purpose of this Master Thesis is to describe students experiences of learning with Webquest för barnmorskor (Webquest for midwifes) at the University Library of Karolinska Institutet (KI), Stockholm. To investigate the possibilities of acquiring information literacy in higher education with the webquest model a qualitative case study is carried out, based on five interviews with students. The students’ perceptions of the webquest course and their ideas on information seeking and information literacy are being analyzed in relation to a framework of learning theory and information literacy expressed by documents and librarians of KI. A descriptive presentation is structured from the main themes that emerged in analysis within the frames of my research questions. The analyse shows that Webquest för barnmorskor carries a difference in theory and practice regarding the content of information literacy. In theory a processual understanding of learning is advocated with a broad definition of information literacy. In practice Webquest för barnmorskor mediates a concept focused on sources and technical skills in information seeking. The later source approach is also adhered by the students. Given that the students reflect upon information use and critical analysis of sources in their main studies at KI, this somewhat limited way of using the webquest model seems successful in adapting the course to the context and prior knowledge of the students.
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