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embedded librarian

Bedi, S., & Walde, C. (2017). Transforming Roles: Canadian Academic Librarians Embedded in Faculty Research Projects. College & Research Libraries, 78(3), undefined-undefined. https://doi.org/10.5860/crl.78.3.314
As collections become increasingly patron-driven, and libraries share evolving service models, traditional duties such as cataloguing, reference, and collection development are not necessarily core duties of all academic librarians.1
Unlike our American colleagues, many Canadian academic librarians are not required to do research for tenure and promotion; however, there is an expectation among many that they do research, not only for professional development, but to contribute to the profession.
using qualitative inquiry methods to capture the experiences and learning of Canadian academic librarians embedded in collaborative research projects with faculty members.
The term or label “embedded librarian” has been around for some time now and is often used to define librarians who work “outside” the traditional walls of the library. Shumaker,14 who dates the use of the term to the 1970s, defines embedded librarianship as “a distinctive innovation that moves the librarians out of libraries [and] emphasizes the importance of forming a strong working relationship between the librarian and a group or team of people who need the librarian’s information expertise.”15
This model of embedded librarianship has been active on campuses and is most prevalent within professional disciplines like medicine and law. In these models, the embedded librarian facilitates student learning, extending the traditional librarian role of information-literacy instruction to becoming an active participant in the planning, development, and delivery of course-specific or discipline-specific curriculum. The key feature of embedded librarianship is the collaboration that exists between the librarian and the faculty member(s).17
However, with the emergence of the librarian as researcher… More often than not, librarians have had more of a role in the literature-search process with faculty research projects as well as advising on appropriate places for publication.
guiding research question became “In what ways have Canadian academic librarians become embedded in faculty research projects, and how have their roles been transformed by their experience as researchers?”
Rubin and Rubin20 support this claim, noting that qualitative inquiry is a way to learn about the thoughts and feelings of others. Creswell confirms this, stating:
Qualitative research is best suited to address a research problem in which you do not know the variable and need to explore. The literature might yield little information about the phenomenon of study, and you need to learn more from participants through exploration. [Thus] a central phenomenon is the key concept, idea, or process studied in qualitative research.21
eight participants
As Janke and Rush point out, librarians are no longer peripheral in academic research but are now full members of investigative teams.30 But, as our research findings have highlighted, they are making this transition as a result of prior relationships with faculty brought about through traditional liaison work involving collection development, acquisitions, and information-literacy instruction. As our data demonstrates, the extent to which our participants were engaged within all aspects of the research process supports our starting belief that librarians have a vital and important contribution to make in redefining the role of the librarian in higher education.
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Carlson, J., & Kneale, R. (2017). Embedded librarianship in the research context: Navigating new waters. College & Research Libraries News, 72(3), 167–170. https://doi.org/10.5860/crln.72.3.8530
Embedded librarianship takes a librarian out of the context of the traditional
library and places him or her in an “on-site” setting or situation that enables close coordination and collaboration with researchers or teaching faculty
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Summey, T. P., & Kane, C. A. (2017). Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning. Journal of Library and Information Services in Distance Learning, 11(1–2), 158–174.
Wu, L., & Thornton, J. (2017). Experience, Challenges, and Opportunities of Being Fully Embedded in a User Group. Medical Reference Services Quarterly, 36(2), 138–149.

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more on embedded librarian in this IMS blog
http://blog.stcloudstate.edu/ims?s=embedded

Embedded Librarianship in Online Courses

Embedded Librarianship in Online Courses

Mimi O’Malley, October workshop w inquiries@libraryjuiceacademy.com
http://libraryjuiceacademy.com/
https://libraryjuiceacademy.com/news/?p=559
This class will start with simple ways librarians may embed their skills remotely starting with the LMS especially through the use of portal tabs, blocks, eReserves, knowledge bases, and student/faculty orientations. We’ll then move on to discussing how to bring the traditional face-to-face BI session (which librarians know so well) into the online class through the use of team teaching, guest lecturing, and conducting synchronous workshops. We’ll explore in the 3rd week how the librarian can become more influential in online course design and development. The session concludes with an examination of the ways librarians can evaluate whether or not their virtual efforts are impacting student access to library resources as well as possible learning outcomes.
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more on embedded librarianship in this iMS blog
http://blog.stcloudstate.edu/ims?s=embedded+librarian

Embedded Librarian and Gamification in Libraries

***** reserve space: register here | запазете си място: регистрирайте се тук *****

Open Discussion: Embedded Librarian and Gamification in Libraries

by invitation of New Bulgarian University, Sofia, Bulgaria: https://www.nbu.bg/en
May 14, 9-11AM, New Bulgarian University.

short link: http://bit.ly/embed18

Live stream: https://www.facebook.com/InforMediaServices/ and recording available (предаване на живо и запис)

 

 qr code NBU

 

 

 

Live stream:
https://www.facebook.com/InforMediaServices/
and recording available
(предаване на живо и запис)

backchanneling: @scsutechinstruct ##NBUembed

Archived Discussion
https://www.facebook.com/InforMediaServices/videos/1532459913531167/

Video 360 excerpt from the discussion:

Семинар „Embedded“ библиотекари и геймификация в библиотеките:
Съвременни американски практики“, 14 май 2018 г., 9.00 ч.-11.00 ч.,

Embedded Librarian and Gamification in Libraries from Plamen Miltenoff

Preliminary Information and Literature. Please do not hesitate to share in the comments section your ideas, suggestions and questions
предварителна информация и литература по дискусията. Не се колебайте да споделите мнения, препоръки и въпроси в “Comment” секцията:

http://blog.stcloudstate.edu/ims/2017/10/03/embedded-librarianship-in-online-courses/

http://blog.stcloudstate.edu/ims/2017/08/24/embedded-librarian-qualifications/

http://blog.stcloudstate.edu/ims/2015/05/04/lms-and-embedded-librarianship/

“Embedded librarianship” also mentioned in:

http://blog.stcloudstate.edu/ims/2015/05/27/handbook-of-mobile-learning/

http://blog.stcloudstate.edu/ims/2016/08/18/digital-humanities-and-libraries/

Gaming and Gamification and Education:

http://blog.stcloudstate.edu/ims/2018/04/18/engage-with-dungeons-and-dragons/

http://blog.stcloudstate.edu/ims?s=iste+standards

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For more information and for backchanneling please use the following social media
за повече въпроси и информация, както и за споделяне на вашите идеи и мисли използвайте следните канали / социални медии:

Facebook:

#pm Open Discussion #EmbeddedLibrarian and #gamification in #libraries – May 14, 2018, 9AM Eastern European time….

Posted by InforMedia Services on Thursday, April 12, 2018

Twitter:

https://twitter.com/SCSUtechinstruc/status/984437858244145152

LinkedIn discussion on VR/AR
https://www.linkedin.com/groups/2811/2811-6391674579739303939

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even more info

The embedded librarian from doberhelman

The Embedded Librarian: Using Technology in Service Delivery from Pavlinka Kovatcheva

Embedded Librarian-ALA 2011 from Info_Witch

Toward a Sustainable Embedded Librarian Program from Robin M. Ashford, MSLIS

The Embedded Librarian: Integrating Library Resources into Course Management Systems from Emily Daly

Embedded Librarian in Higher Education from Shahril Effendi

Ilago 2016 presentation: Next Steps in Embedded Librarian Instructional Design from Dawn Lowe-Wincentsen





BUT WAIT

how does embedded librarian relates to the emerging technologies in the library?

Emerging Technology Trends in Libraries for 2018 from David King

Embedded Librarianship in Online Courses

Embedded Librarianship in Online Courses

Instructor: Mimi O’Malley Dates: October 2nd to 27th, 2017

http://libraryjuiceacademy.com/081-embedded-online.php

Learning outcomes:

  • Discuss ways to incorporate library services through the learning management system level.
  • Examine bibliographic instruction in the virtual classroom through team teaching, guest lecturing.
  • Identify librarian roles during the design and development of online courses.
  • Assessing embedded librarianship efforts.

Mimi O’Malley is the learning technology translation strategist at Spalding University. She helps faculty prepare course content for hybrid and fully online courses in addition to incorporating open education resources into courses. She previously wrote and facilitated professional development courses and workshops at the Learning House, Inc. Mimi has presented workshops on online learning topics including assessment, plagiarism, copyright, and curriculum trends at the Learning House, Inc. CONNECT Users Conference, SLOAN-C ALN, Pencils and Pixels and New Horizons Teaching & Learning Conference. Interview with Mimi O’Malley

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more on embedded librarian in this IMS blog
http://blog.stcloudstate.edu/ims?s=embedded+librarian

embedded librarian qualifications

qualifications of the embedded librarian: is there any known case for an academic library to employ as embedded librarian a specialist who has both MLIS and terminal degree in a discipline, where he works as embedded librarian.

I also think that we need to be more welcoming to people who may not have come through a traditional education program (i.e., the M.L.S.) but who bring critical skills and new perspectives into the library.
The Changing Roles of Academic and Research Libraries – Higher Ed Careers – HigherEdJobs. (2013). Retrieved from https://www.higheredjobs.com/HigherEdCareers/interviews.cfm?ID=632

“Embedded librarian” is understood as librarians presence in traditional classroom environments and or through LMS.
Then opinions vary: According to Kvienlid (2012), http://www.cclibinstruction.org/wp-content/uploads/2012/02/CCLI2012proceedings_Kvenild.pdf

  1. “Their engagement can be over two or more class sessions, even co-teaching the class in some cases. This model provides in-depth knowledge of student research projects during the research and revision process.” This is for first-year experience students.
  2. Embedding with project teams in Business and STEM programs involves:  “in – depth participation in short – term projects, aiding the team in their searches, literature review, grant preparation, data curation, or other specialized information aspects of the project. This level of embedment requires a heavy time commitment during the length of the project, as well as subject expertise and established trust with the research team.”
  3. embedding in departments as a liaison. 
    “They are usually closely affiliated with the departme nt (maybe even more so than with the libraries) and might be paid out of departmental funds. These librarians learn the ways and needs of their patrons in their natural environment. They often work as finders of information, organizers of information, and taxonomy creators. Embedding within departments provides in – depth knowledge of the users of library services, along with potential isolation from other librarians. It involves a high degree of specialization, co – location and shared responsibility”

best practices, new opptunities (video, screencasts, social media. Adobe Connect) , Assessment

here is Kvenild 2016 article also

Kvenild, C., Tumbleson, B. E., Burke, J. J., & Calkins, K. (2016). Embedded librarianship: questions and answers from librarians in the trenches. Library Hi Tech34(2), 8-11.

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utilizing technology tools; and providing information literacy and assessment. Technology tools continue to evolve and change, and most librarians can anticipate using multiple learning management systems over time. There is an ongoing need for professional development in online library instruction and assessment

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Tumbleson, B. E., & Burke, J. (. J. (2013). Embedding librarianship in learning management systems: A how-to-do-it manual for librarians. Neal-Schuman, an imprint of the American Library Association.

http://blog.stcloudstate.edu/ims/2015/05/04/lms-and-embedded-librarianship/

read in red my emphasis on excerpts from that book

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Monroe-Gulick, A., O ’brien, M. S., & White, G. (2013). Librarians as Partners: Moving from Research Supporters to Research Partners. In Moving from Research Supporters to Research Partners. Indianapolis, IN. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/GulickOBrienWhite_Librarians.pdf

From Supporter to Partner

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Andrews, C. (2014). An Examination of Embedded Librarian Ideas and Practices: A Critical Bibliography.

http://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1000&context=bx_pubs

emphasis is on undergraduate. “a tremendous amount of literature published addressing library/faculty partnerships.”

“There will never be one golden rule when it comes to way in which a librarian networks with faculty on campus.”

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Bobish, G. (2011). Participation and Pedagogy: Connecting the Social Web to ACRL Learning Outcomes. Journal Of Academic Librarianship37(1), 54-63.

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https://www.researchgate.net/publication/232382226_Participation_and_Pedagogy_Connecting_the_Social_Web_to_ACRL_Learning_Outcomes

requested through researchgate

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Cahoy, E. S., & Schroeder, R. (2012). EMBEDDING AFFECTIVE LEARNING OUTCOMES IN LIBRARY INSTRUCTION. Communications In Information Literacy6(1), 73-90.

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attention must be paid to students’ affective, emotional needs throughout the research
process. My note: And this is exactly what comprise half of my service of. The relatively small amount of research into affective learning, as opposed to cognition, remains true to this day.

p. 78  As the 50-minute one-shot session is still the norm for library research sessions on the
majority of campuses, behavioral assessment can be problematic.

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Cha, T., & Hsieh, P. (2009). A Case Study of Faculty Attitudes toward Collaboration with Librarians to Integrate Information Literacy into the Curriculum. (Chinese). Journal Of Educational Media & Library Sciences46(4), 441-467.

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Meanwhile, different attitudes were revealed between teaching higher order thinking skills and lower order thinking skills. Librarian Domain Knowledge, Librarian Professionalism, Curriculum Strategies, and Student Learning were identified as factorial dimensions influencing faculty-librarian collaboration.

two major concerns of “Students Learning” and “Librarian Professionalism” from faculty provide insights that understanding pedagogy, enhancing instructional skills and continuing progress in librarian professionalism will contribute to consolidating partnerships when developing course-specific IL programs.

this proves how much right I am to develophttp://web.stcloudstate.edu/pmiltenoff/bi/

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COVONE, N., & LAMM, M. (2010). Just Be There: Campus, Department, Classroom…and Kitchen?. Public Services Quarterly6(2/3), 198-207. doi:10.1080/15228959.2010.498768

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p. 199 There is also the concept of the ‘‘blended librarian’’ as described by Bell and Shank (2004) to merge the assets and abilities of a librarian with those of one versed in technology. Academic librarians are obligated and privileged to merge several strengths to meet the needs of their user population. No longer is the traditional passive role acceptable. Bell and Shank (2004) implore academic librarians ‘‘to proactively advance their integration into the teaching and learning process’’ (p. 373).

p. 200 first year experience

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Dewey, B. I. (2004). The Embedded Librarian: Strategic Campus Collaborations. Resource Sharing & Information Networks17(1-2), 5-17.

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p. 6 the imperative for academic librarians to become embedded in the priorities of teaching, learning, and research in truly relevant ways. Embedding as an effective mode of collaboration will be explored through examples relating to the physical and virtual environment. An analysis of current approaches and next steps for the future will be addressed, with the goal of providing food for thought as librarians assess programs and activities in terms of positive collaboration and effectiveness

p. 9  new academic salon,
p. 10 the pervasive campus librarian
The fact that we are generalists and devoted to all disciplines and all sectors of the academic user community gives us a special insight on ways to advance the university and achieve its mission

this contradicts Shumaker and Talley, who assert that the embedded librarian is NOT a generalist, but specialist

p. 11 Central administrators, along with the chief academic officer, make critical funding and policy decisions affecting the library

p. 11 librarians and teaching.
In 2011, interim dean Ruth Zietlow “gave up” classes after the messy divorce with CIM. the library faculty poled itself to reveal that a significant number of the faculty does NOT want to teach.

p. 14 influencing campus virtual space
this library’s social media is imploded in its image.

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DREWES, K., & HOFFMAN, N. (2010). Academic Embedded Librarianship: An Introduction. Public Services Quarterly6(2/3), 75-82. doi:10.1080/15228959.2010.498773

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p. 75 Literature about embedded librarianship is so diverse that the definition of this term, as well as related goals and methods when embedding services and programs, can be difficult to define. What are some charateristics of an embedded program? Is embedding only achieved through an online classroom? How did embedded librarianship first begin in academic libraries?

p. 76 adopted as a term because it is a similar concept to embedded journalism.
Embedded librarian programs often locate librarians involved in the spaces of their users and colleagues, either physically or through technology, in order to become a part of their users’ culture. A librarian’s physical and metaphorical location is often what defines them as embedded.

David Shumaker and Mary Talley (see bottom of this blog entry)

Highly technical tasks, such as creating information architecture, using analytical software, and computer and network systems management were performed by less than 20% of the survey respondents. Shumaker and Talley also report embedded services are often found in tandem with specialized funding. This study also confirms embedded services are not new.

p. 77 history and evolution of the role

p. 79 methods of embedding

In North America, one would be hard-pressed to find a library that does not already electronically embed services into online reference chat, make use of Web 2.0 communication applications such as Twitter and blogs, and embed librarians and collaborators within online classrooms. These are all examples of the embedding process (Ramsay & Kinnie, 2006). The name embedded librarian in this context is a double entendre, as the insertion of widgets and multimedia files into HTML code when designing Web sites is usually called the embedding of the file.
My note: is this library actually is one that does not use Twitter and blogs in the hard-core meaning of library service

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Essinger, C. c., & Ke, I. i. (2013). Outreach: What Works?. Collaborative Librarianship5(1), 52-58.

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Recommendations:
The authors distributed their findings at a half day workshop attended by nearly all liaisons. They made the following recommendations:

  • • Personalize outreach.
  • • Spend more time marketing and reaching out to departments, even though it might mean having less time for other activities.
  • • Find an alternative advocate who can build your reputation through word-ofmouth if your relationship with your assigned department liaison is not fruitful.
  • • Seek opportunities to meet department staff in person.
  • • As much as possible, administrators should commit to keeping liaisons assignments static.

p. 57 that faculty outreach is similar to other types of relationship building: it requires time to establish trust, respect and appreciation on both sides. Even a liaison’s challenging first two years can, therefore, be viewed as productive because the relationship is developing in the background. This phenomenon also signals to library administrators the benefits of maintaining a stable workforce. Frequent changes in academic assignments and staff changes can lead to a less engaged user population, and also make the outreach assignment much more frustrating.

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Heider, K. L. (2010). Ten Tips for Implementing a Successful Embedded Librarian Program. Public Services Quarterly6(2-3), 110-121.

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embedded librarian program in the university’s College of Education and Educational Technology

p. 112 Make Sure You Have Buy-in from All Stakeholders

Include College=Department Faculty in the Interview Process

Look for the Following Qualities=Qualifications in an Embedded Librarian

Have a Physical Presence in the College=Department a Few Days Each Week

Serve as Bibliographer to College=Department

Offer Bibliographic Instruction Sessions and Guest Lectures at Main Campus, Branch Campuses, and Centers

Develop Collaborative Programs that Utilize the Library’s Resources for College=Department Improvement

#9 Offer to Teach Credit Courses for the College=Department When Department Faculty Are Not Available

#10: Publish Scholarly Works and Present at Professional Conferences with College=Department Faculty. again, Martin Lo, John Hoover,

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Hollister, C. V. (2008). Meeting Them where They Are: Library Instruction for Today’s Students in the World Civilizations Course. Public Services Quarterly4(1), 15-27.

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history and library. My note: can you break the silo in the history department? http://blog.stcloudstate.edu/ims/2017/05/01/history-becker/ 

world civilizations course

Faculty come to the world civilizations enterprise from a broad range of academic disciplines and world experiences, which has a significant impact on their interpretations of world history, their selections of course materials, their teaching styles, and their expectations for students. Moreover, faculty teach the course on a rotating basis. So, there is no single model of faculty-librarian collaboration that can be applied from section to section, or even from semester to semester. Faculty have widely differing views on the role of library instruction in their sections of the course, and the extent to which library research is required for coursework. They also differ in terms of their ability or willingness to collaborate with the libraries. As a result, student access to library instruction varies from section to section.

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Kesselman, M. A., & Watstein, S. B. (2009). Creating Opportunities: Embedded Librarians. Journal Of Library Administration49(3), 383-400.

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p. 384 embedded librarians in the blogosphere.
not even close to the local idea how blog must be used  for library use.

p. 387 definitions

p. 389 clinical librarianship – term from the 1970s.

p. 390 Special librarians and particularly those in corporate settings tend to be more integrated within the company they serve and are often instrumental in cost-related services such as competitive intelligence, scientific, and patent research.

p. 391 Librarians Collaborating With Faculty in Scholarly Communication Activities

My note: this is what I am doing with Martin Lo and used to do with John Hoover. Attempts with the sociology department, IS department

p. 392 Role of Librarians With Multidisciplinary Collaborations

my note : my work with Mark Gill and Mark Petzhold

p. 393 social media
again, this library cannot be farther from the true meaning of Web 2.0 collaboration.

p. 396 organizational structures

Three different types of organizational structures are generally recognized—hierarchical, matrix, and flat. We suggest that each of these conventional structures promotes, to some extent, its own brand of silos—silos that inherently pose obstacles to the assumption of new roles and responsibilities. For example, we question whether the hierarchical organization structures that define many of our libraries, with their emphasis on line, lateral staff and functional relationships and the relative ranks of parts and positions or jobs, are flexible enough to support new roles and responsibilities. In contrast, matrix management offers a different type of organizational management model in which people with similar skills are pooled for work assignments. We suggest that, in contrast to hierarchical structures, matrix management allows team members to share information more readily across task boundaries and allows for specialization that can increase depth of knowledge and allow professional development and career progression to be managed. The third organizational structure mentioned—flat or horizontal organizations, refers to an organizational structure with few or no levels of intervening management between staff and managers

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Kobzina, N. G. (2010). A Faculty—Librarian Partnership: A Unique Opportunity for Course Integration. Journal Of Library Administration50(4), 293-314.

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my LIB 290 is such class. and I am the only one who is teaching it online by QM standards.
Can the administration encourage Global Studies to combine efforts with my LIB 290 and offer a campus-wide class?

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Lange, J. j., Canuel, R. r., & Fitzgibbons, M. m. (2011). Tailoring information literacy instruction and library services for continuing education. Journal Of Information Literacy5(2), 66-80.

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McGill. p. 77 The McGill University Library’s system-wide liaison model emphasises a disciplinary approach, placing the impetus for outreach and service on individual librarians responsible for particular departments and user groups.

 

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MCMILLEN, P., & FABBI, J. (2010). How to Be an E3 Librarian. Public Services Quarterly6(2/3), 174-186. doi:10.1080/15228959.2010.497454

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ILL

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Meyer, N. J., & Miller, I. R. (2008). The Library as Service-Learning Partner: A Win-Win Collaboration with Students and Faculty. College & Undergraduate Libraries15(4), 399-413.

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ILL

I did something similar with Keith Christensen in 2012: http://bit.ly/SCSUlibGame, yet again, blocked for further consideration

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Niles, P. (2011). Meeting the Needs of the 21st Century Student. Community & Junior College Libraries17(2), 47-51.

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about Millennials

millennials. p. 48 my note: the losing battle of telling the millennials the value of books

librarians need to emphasize that not all information
is found on the Web and that the information found there might not be
reliable, depending on its source

p. 49 The latest technology can be used for communication. Two examples of this modernization process are making podcasts of library lectures and using instant messaging to answer reference queries. Students need Reference Librarians to assist them in focusing their research, showing them appropriate sources and how to use those sources. The change is not how the librarians serve the students but how the service is delivered. Instead of coming to the reference desk Millennial students may choose to use e-mail, cell phones to send a text message or use a chat reference service to communicate with the librarian. Students want to have 24/7 access to library resources and librarians.

my note: and yet this library still uses 90ish communication – the facebook page is just an easy to edit web page and the concept of Web 2.0 has not arrived or shaped the current communication.

p. 50 Librarians should examine how they present library instruction and ensure that students know why it is important. Further, Lancaster and Stillman state that librarians need to “incorporate some computer-based instruction for Millennials as it allows them to go at their own speed and acknowledges their ability to manage information” (2003, 231).
and, once again, talking about inducing library instruction with technology: http://web.stcloudstate.edu/pmiltenoff/bi/

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Oakleaf, M., & VanScoy, A. (2010). Instructional Strategies for Digital Reference: Methods to Facilitate Student Learning. Reference & User Services Quarterly49(4), 380-390.

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constructivism, social constructivism, active learning

they have a graph about metacognition. I wish, they had found place for metaliteracy also

p. 383. #5 Let them drive. this is EXACTLY what I am offering with:http://web.stcloudstate.edu/pmiltenoff/bi/
build their own construct

p. 386 my work with the doctoral cohorts:

In the current climate of educational accountability, reference librarians should embrace the opportunity to align reference service with the teaching and learning missions of their libraries and overarching institutions

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Rao, S., Cameron, A., & Gaskin-Noel, S. (2009). Embedding General Education Competencies into an Online Information Literacy Course. Journal Of Library Administration49(1/2), 59-73.

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online programs a 3-credit junior seminar course (JRSM 301) to assess general education competencies

p. 60 The 3-credit course titled LISC 260—Using Electronic Resources for Research has existed as a required course for this overseas cohort of students since the fall of 1999. The course was initially developed as a required course to introduce the Mercy College Libraries’ resources to this cohort of overseas students. Full-time librarians teach this course as an overload.

The course lasts for 8 weeks during fall and spring semesters and is divided into eight modules with five quizzes. Summer sessions are shorter; the summer version of the course runs for 6 weeks. There is no midterm exam, final exam, project, or term paper for this course. Sixty percent of the grade is based on the quizzes and assignments and 40% on discussion and class participation.

Each quiz addresses a specific competency. We identified the modules where the five competencies would fit best. A document containing the five general education competencies (critical thinking, information literacy, quantitative reasoning, critical reading, and writing) statements

Critical Thinking Competency This competency was placed in the second module covering the topic “Developing Search Strategies” in the second week of the course. In this module, students are required to select a topic and develop logical terminologies and search strings. This task requires a great deal of critical and analytical thinking and therefore lays the groundwork for the other competencies. The quizzes and assignments for this competency involve breaking or narrowing down the topic into subtopics, comparing two topics or ideas, and similar skills. It is hoped that students will be able to adopt Boolean and other search logic in clear and precise ways in their analyses and interpretations of their topic and use the search strategies they develop for continued assignments throughout the rest of the course.

p. 61. Information Literacy Competency The information literacy competency is introduced in the fourth module in the fourth week of the course. As part of the course, students are required to learn about the Mercy College Libraries’ indexes and databases, which this module addresses (“Information Literacy,” n.d.).

Quantitative Reasoning Competency

This seminar course is a library research course with no statistics or mathematics component. Many students enrolled in the course are not mathematics or statistics majors, hence some creativity was needed to evaluate their mathematical and computational skills. Students are given this competency in the fifth module during the fifth week of the course, which deals with subject-specific sources. It was decided that, to assess this competency, a quiz analyzing data obtained in a tabular format from one of the databases subscribed to by the library would fulfill the requirement. Students are given a choice of various countries and related data, and are asked to create some comparative demographic profiles. This approach has worked well because it gives students the opportunity to focus on countries and data that interest them.

 

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Abrizah, A., Inuwa, S., & Afiqah-Izzati, N. (2016). Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles. Journal Of Academic Librarianship42(6), 636-643. doi:10.1016/j.acalib.2016.08.010

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requested through research gate

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Summey, T. P., & Kane, C. A. (2017). Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning. Journal Of Library & Information Services In Distance Learning11(1/2), 158-174. doi:10.1080/1533290X.2016.1229429

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a pilot project utilizing a variety of methods.

p. 158 The concept of embedded librarians is not new, as it has antecedents in branch librarians of the seventies and academic departmental liaisons of the 1980s and 1990s. However, it is a way to proactively reach out to the campus community (Drewes & Hoffman, 2010).

There is not a one-size-fits-all definition for embedded librarianship. As a result, librarians in academic libraries may be embedded in their communities in a variety of ways and at varying levels from course integrated instruction to being fully embedded as a member of an academic department

p. 160 my note: the authors describe the standard use of LMS for embedded librarianship.

p. 163 they managed to fight out and ensure their efforts are “credited.” Assigning credits to embedded librarian activities can be a very tough process.

p. 165  assessment

the authors utilized a pre-module and post-module survey to assess the students’ performance using library resources. The survey also helped to determine the students’ perceived self-efficacy and confidence in using the library, its resources, and services. In addition, the researchers analyzed student responses to discussion questions, studied feedback at the end of the course in the course discussion forum, and conducted interviews with the faculty members teaching the courses (

In another study, researchers analyzed bibliographies of students in the course to identify what resources they cited in their research projects. More specifically, they analyzed the type and appropriateness of sources used by the students, their currency, and noting how deeply the students delved into their topics. They also looked at the number of references cited. The authors believed that examining the bibliographies provided an incomplete picture because it provided data on the sources selected by the students but not information on how they retrieved those sources.

p. 171 survey sample

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Wu, L., & Thornton, J. (2017). Experience, Challenges, and Opportunities of Being Fully Embedded in a User Group. Medical Reference Services Quarterly36(2), 138-149. doi:10.1080/02763869.2017.1293978

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this is somehow close to my role with the EDAD

Texas A&M University academic health sciences library integrating a librarian into the College of Pharmacy, approximately 250 miles away from the main library. preembedded and postembedded activities demonstrated the effectiveness and impact of

For this study, the fully embedded librarian is defined as one who is out of the traditional library and into an onsite setting to provide a full range of library services that enable collaboration with researchers or teaching faculty and support student learning. In this model, the embedded librarian is a team member of the RCOP rather than a service provider standing apart. The lines are not blurred as to the kind of services that should be embedded because the embedded librarian is 100% onsite. Very few reports in the literature describe fully embedded librarian models such as this. However, one similar model exists at the Arizona Health Sciences Library (AHSL), which is affiliated with the University of Arizona, where librarians relocated their permanent offices to the colleges of Nursing, Public Health, and Pharmacy. AHSL librarians spent close to 100% of their time in the colleges.

p. 144 The embedded librarian has gained recognition in the college and was appointed by the dean to serve on the Instructional Venues Ad Hoc Committee (IVC).

My note: This is what Tom Hergert and I have been advocating for years: the role of the librarian is not to find info and teach how to find info ONLY. The role of the librarian is to bring 21st century to School of Education: information literacy is only a fragment of metaliteracies. Information literacy is a 1990s priority. While it is still an important part of librarians goals, digital literacy, visual and media literacy, as well as technology literacy and pedagogical application of technology is imposed as integral part of the work of the mebedded librarian.

p. 145 Challenges and Opportunities

Another challenge involved the librarian’s decision-making and effective communications skills, especially when deciding to implement library services or programs. Other challenges included speaking the client group’s language and knowing the information needs of each group—faculty, students, staff, postdocs, research assistants, and research scientists—to deliver the right information at the point of need. The following strategies were practiced to overcome these challenges: .

  • A positive attitude can increase connectivity, networking, and collaboration beyond a limited space. Proactively seeking opportunities to participate and get involved in library events, instructional programs, training workshops, or committee work shortened the distance between the remote librarian and those in main campus. .
  • As video conferencing tools or programs (e.g., Adobe Connnect, Webex, Skype, Google Hangout, Zoom) were the primary means for the remote at 18:19 24 August 2017 librarian to attend library meetings and teach in library instructional programs, spending some time learning to use these tools and embracing them greatly increased the librarian’s capacity to overcome the feelings of disconnection.
  • The willingness to travel several times a year to the main campus to meet librarians face-to-face helped in understanding the system and in getting help that seemed complicated and difficult via remote resources (e.g., computer issues). .
  • Actively listening to the faculty and students during the conversations helped understand their information needs. This served as the basis to initiate any targeted library services and programs.

Despite the challenges, the embedded librarian was presented with numerous opportunities that a traditional librarian might think impossible or difficult to experience, for example, attending RCOP department meetings or RCOP executive committee meetings to present library resources and services, serving on RCOP committees, co-teaching with faculty in RCOP credit courses, creating and grading assignments counting toward total course credits, and being given access to all RCOP course syllabi in eCampus. (the last is in essence what I am doing right now)

p. 147 Marketing Embedded Library Services

The “What’s in It for Me” (WIIFM) principle1 was a powerful technique to promote embedded library services. The essentials of WIIFM are understanding patron needs and ensuring the marketing effort or communications addressing those needs15—in other words, always telling patrons what is in it for them when promoting library services and resources. Different venues were used to practice WIIFM: .

  • RCOP faculty email list was an effective way to reach out to all the faculty. An email message at the beginning of a semester to the faculty highlighted the embedded librarian’s services. During the semester, the librarian communicated with the faculty on specific resources and services addressing their needs, such as measuring their research impact at the time of their annual evaluation, sharing grant funding resources, and promoting MSL’s resources related to reuse of images. .
  • Library orientations to new students and new faculty allowed the librarian to focus on who to contact for questions and help, available resources, and ways to access them. . Being a guest speaker for the monthly RCOP departmental faculty meetings provided another opportunity for the librarian to promote services and resources.
  • Casual conversations with faculty, students, researchers, and postdocs in the hallway, at staff luncheons, and at RCOP events helped understand their information needs, which helped the librarian initiate MSL service projects and programs.
  • The Facebook private group, created by Instructional Technology & MSL Resources @ Rangel COP, was used to announce MSL resources and services. The group currently has 256 members. The librarian is one of the group administrators who answers student questions related to library and MSL resources. (social media is my forte)

p. 148 This model would not have been successful without the strong support from MSL leadership team and the RCOP administration.

the next step would be to conduct a systematic assessment to get feedback from RCOP administrators, faculty, students, staff, postdocs, and research assistants. The integration of the library instructional program into the RCOP curriculum should be included in RCOP final course evaluations. Another future direction might be to conduct a curriculum map to get a better idea about the learning objectives of each course and to identity information literacy instruction needs across the curriculum. The curriculum mapping might also help better structure library instruction delivery to RCOP. Teaching content might be structured more purposefully and logically sequenced across the curriculum to ensure that what students have learned in one course prepares them for the next ones.

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Blake, L., Ballance, D., Davies, K., Gaines, J. K., Mears, K., Shipman, P., & … Burchfield, V. (2016). Patron perception and utilization of an embedded librarian program. Journal Of The Medical Library Association104(3), 226-230. doi:10.3163/1536-5050.104.3.008

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The overall satisfaction with services was encouraging, but awareness of the embedded program was low, suggesting an overall need for marketing of services.

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Tumbleson, B. E. (2016). Collaborating in Research: Embedded Librarianship in the Learning Management System. Reference Librarian57(3), 224-234. doi:10.1080/02763877.2015.1134376

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O’Toole, E., Barham, R., & Monahan, J. (2016). The Impact of Physically Embedded Librarianship on Academic Departments. Portal: Libraries & The Academy16(3), 529-556.

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Agrawal, P. p., & Kumar, A. (2016). Embedded Librarianship and Academic Setup: Going beyond the library stockades. International Journal Of Information Dissemination & Technology6(3), 170-173.

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India. p. 173 as of today, most of the users are not able to differentiate the library professional who have a bachelor degree, Masters degree and who are doctorate of the subject. My note: not in my case and this is my great advantage.

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Madden, H., & Rasmussen, A. M. (2016). Embedded Librarianship: Einbindung von Wissenschafts- und Informationskompetenz in Schreibkurse / Ein US-amerikanisches Konzept. Bub: Forum Bibliothek Und Information68(4), 202-205.

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ILL

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Delaney, G., & Bates, J. (2015). Envisioning the Academic Library: A Reflection on Roles, Relevancy and Relationships. New Review Of Academic Librarianship21(1), 30-51. doi:10.1080/13614533.2014.911194

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overview of the literature on embedded librarianship

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Freiburger, G., Martin, J. R., & Nuñez, A. V. (2016). An Embedded Librarian Program: Eight Years On. Medical Reference Services Quarterly35(4), 388-396. doi:10.1080/02763869.2016.1220756

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close to my role with the doctoral cohorts

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Wilson, G. (2015). The Process of Becoming an Embedded Curriculum Librarian in Multiple Health Sciences Programs. Medical Reference Services Quarterly34(4), 490-497. doi:10.1080/02763869.2015.1082386

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ILL

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Milbourn, A. a. (2013). A Big Picture Approach: Using Embedded Librarianship to Proactively Address the Need for Visual Literacy Instruction in Higher Education. Art Documentation: Bulletin Of The Art Libraries Society Of North America32(2), 274-283.

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visual literacy – this is IMS area, which was de facto shot off by the omnipotence of “information literacy”

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Talley, M. (2007). Success and the Embedded Librarian. https://www.sla.org/wp-content/uploads/2013/05/Success_and_the_Embedded.pdf

Shumaker, D., Talley, M. Models of Embedded Librarianship: A Research Summary. https://www.sla.org/wp-content/uploads/2013/05/Models_of_Embedded.pdf

Shumaker, D., Talley, M. (2009). Models of Embedded Librarianship. Final Report.  Prepared under the Special Libraries Association Research Grant 2007. https://embeddedlibrarian.files.wordpress.com/2009/08/executivesummarymodels-of-embedded-librarianship.pdf

Shumaker, D. (2013). Embedded Librarianship: Digital World Future? http://www.infotoday.com/CIL2013/session.asp?ID=W30

Modelsof embeddedlibrarianship presentation_final_mt61509 from MaryTalley
slide 8: vision of embedded librarianship:
customer centric not library centric; located in their workplace not our workplace; focused on small groups not entire populations; composed of specialists, not generalists; dependent on domain knowledge not only library skills; aming an analysis and synthesis not simply delivery; in context, not out of context; built on trusted advice not service delivery
all of the above is embodied in my work with the doctoral cohorts
slide 9: why study? because traditional library service model is in decline
slide 11: broad analytical research on successful implementation is lacking
slide 20: large institutions more likely to offer specialized services
slide 21: domain knowledge through continuous learning, not always through formal degrees.
slide 39: what matters most
slide 40: strong leadership by library managers is critical (I will add here “by deans of other colleges)
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bibliography:

Abrizah, A., Inuwa, S., & Afiqah-Izzati, N. (2016). Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles. Journal Of Academic Librarianship42(6), 636-643. doi:10.1016/j.acalib.2016.08.010

Agrawal, P. p., & Kumar, A. (2016). Embedded Librarianship and Academic Setup: Going beyond the library stockades. International Journal Of Information Dissemination & Technology6(3), 170-173.

Andrews, C. R. (2014). CUNY Academic Works An Examination of Embedded Librarian Ideas and Practices: A Critical Bibliography. An Examination of Embedded Librarian Ideas and Practices: A Critical Bibliography. Codex, 3(1), 2150–86. Retrieved from http://academicworks.cuny.edu/bx_pubs

Blake, L., Ballance, D., Davies, K., Gaines, J. K., Mears, K., Shipman, P., & … Burchfield, V. (2016). Patron perception and utilization of an embedded librarian program. Journal Of The Medical Library Association104(3), 226-230. doi:10.3163/1536-5050.104.3.008

Bobish, G. (2011). Participation and Pedagogy: Connecting the Social Web to ACRL Learning Outcomes. Journal Of Academic Librarianship37(1), 54-63.

Cahoy, E. S., & Schroeder, R. (2012). EMBEDDING AFFECTIVE LEARNING OUTCOMES IN LIBRARY INSTRUCTION. Communications In Information Literacy6(1), 73-90.

Cha, T., & Hsieh, P. (2009). A Case Study of Faculty Attitudes toward Collaboration with Librarians to Integrate Information Literacy into the Curriculum. (Chinese). Journal Of Educational Media & Library Sciences46(4), 441-467.

COVONE, N., & LAMM, M. (2010). Just Be There: Campus, Department, Classroom…and Kitchen?. Public Services Quarterly6(2/3), 198-207. doi:10.1080/15228959.2010.498768

Delaney, G., & Bates, J. (2015). Envisioning the Academic Library: A Reflection on Roles, Relevancy and Relationships. New Review Of Academic Librarianship21(1), 30-51. doi:10.1080/13614533.2014.911194

Dewey, B. I. (2004). The Embedded Librarian: Strategic Campus Collaborations. Resource Sharing & Information Networks17(1-2), 5-17.

DREWES, K., & HOFFMAN, N. (2010). Academic Embedded Librarianship: An Introduction. Public Services Quarterly6(2/3), 75-82. doi:10.1080/15228959.2010.498773

Essinger, C. c., & Ke, I. i. (2013). Outreach: What Works?. Collaborative Librarianship5(1), 52-58.

Freiburger, G., Martin, J. R., & Nuñez, A. V. (2016). An Embedded Librarian Program: Eight Years On. Medical Reference Services Quarterly35(4), 388-396. doi:10.1080/02763869.2016.1220756

Heider, K. L. (2010). Ten Tips for Implementing a Successful Embedded Librarian Program. Public Services Quarterly6(2-3), 110-121.

Hollister, C. V. (2008). Meeting Them where They Are: Library Instruction for Today’s Students in the World Civilizations Course. Public Services Quarterly4(1), 15-27.

Kesselman, M. A., & Watstein, S. B. (2009). Creating Opportunities: Embedded Librarians. Journal Of Library Administration49(3), 383-400.

Kobzina, N. G. (2010). A Faculty—Librarian Partnership: A Unique Opportunity for Course Integration. Journal Of Library Administration50(4), 293-314.

Kvenild, C. (n.d.). The Future of Embedded Librarianship: Best Practices and Opportunities. Retrieved from http://www.cclibinstruction.org/wp-content/uploads/2012/02/CCLI2012proceedings_Kvenild.pdf

Lange, J. j., Canuel, R. r., & Fitzgibbons, M. m. (2011). Tailoring information literacy instruction and library services for continuing education. Journal Of Information Literacy5(2), 66-80.

Madden, H., & Rasmussen, A. M. (2016). Embedded Librarianship: Einbindung von Wissenschafts- und Informationskompetenz in Schreibkurse / Ein US-amerikanisches Konzept. Bub: Forum Bibliothek Und Information68(4), 202-205.

MCMILLEN, P., & FABBI, J. (2010). How to Be an E3 Librarian. Public Services Quarterly6(2/3), 174-186. doi:10.1080/15228959.2010.497454

Meyer, N. J., & Miller, I. R. (2008). The Library as Service-Learning Partner: A Win-Win Collaboration with Students and Faculty. College & Undergraduate Libraries15(4), 399-413.

Milbourn, A. (2013). A Big Picture Approach: Using Embedded Librarianship to Proactively Address the Need for Visual Literacy Instruction in Higher Education. Art Documentation: Bulletin Of The Art Libraries Society Of North America32(2), 274-283.

The Changing Roles of Academic and Research Libraries – Higher Ed Careers – HigherEdJobs. (2013). Retrieved from https://www.higheredjobs.com/HigherEdCareers/interviews.cfm?ID=632

Niles, P. (2011). Meeting the Needs of the 21st Century Student. Community & Junior College Libraries17(2), 47-51.

Oakleaf, M., & VanScoy, A. (2010). Instructional Strategies for Digital Reference: Methods to Facilitate Student Learning. Reference & User Services Quarterly49(4), 380-390.

O’Toole, E., Barham, R., & Monahan, J. (2016). The Impact of Physically Embedded Librarianship on Academic Departments. Portal: Libraries & The Academy16(3), 529-556.

Rao, S., Cameron, A., & Gaskin-Noel, S. (2009). Embedding General Education Competencies into an Online Information Literacy Course. Journal Of Library Administration49(1/2), 59-73.

Shumaker, D., Talley, M. Models of Embedded Librarianship: A Research Summary. https://www.sla.org/wp-content/uploads/2013/05/Models_of_Embedded.pdf

Shumaker, D., Talley, M. (2009). Models of Embedded Librarianship. Final Report.  Prepared under the Special Libraries Association Research Grant 2007. https://embeddedlibrarian.files.wordpress.com/2009/08/executivesummarymodels-of-embedded-librarianship.pdf

Shumaker, D. (2013). Embedded Librarianship: Digital World Future? http://www.infotoday.com/CIL2013/session.asp?ID=W30

Summey, T. P., & Kane, C. A. (2017). Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning. Journal Of Library & Information Services In Distance Learning11(1/2), 158-174. doi:10.1080/1533290X.2016.1229429

Talley, M. (2007). Success and the Embedded Librarian. https://www.sla.org/wp-content/uploads/2013/05/Success_and_the_Embedded.pdf

Tumbleson, B. E., & Burke, J. (John J. . (2013). Embedding librarianship in learning management systems : a how-to-do-it manual for librarians. Retrieved from http://www.worldcat.org/title/embedding-librarianship-in-learning-management-systems-a-how-to-do-it-manual-for-librarians/oclc/836261183

Tumbleson, B. E. (2016). Collaborating in Research: Embedded Librarianship in the Learning Management System. Reference Librarian57(3), 224-234. doi:10.1080/02763877.2015.1134376

Wilson, G. (2015). The Process of Becoming an Embedded Curriculum Librarian in Multiple Health Sciences Programs. Medical Reference Services Quarterly34(4), 490-497. doi:10.1080/02763869.2015.1082386

Wu, L., & Thornton, J. (2017). Experience, Challenges, and Opportunities of Being Fully Embedded in a User Group. Medical Reference Services Quarterly36(2), 138-149. doi:10.1080/02763869.2017.1293978

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more about embedded librarian in this IMS blog
http://blog.stcloudstate.edu/ims?s=embedded+librarian

LMS and embedded librarianship

Tumbleson, B. E., & Burke, J. (. J. (2013). Embedding librarianship in learning management systems: A how-to-do-it manual for librarians. Neal-Schuman, an imprint of the American Library Association.

Embedding librarianship in learning management systems:

https://scsu.mplus.mnpals.net/vufind/Record/007650037

see also:

Kvenild, C., & Calkins, K. (2011). Embedded Librarians: Moving Beyond One-Shot Instruction – Books / Professional Development – Books for Academic Librarians – ALA Store. ACRL. Retrieved from http://www.alastore.ala.org/detail.aspx?ID=3413

p. 20 Embedding Academic and Research Libraries in the Curriculum: 2014-nmc-horizon-report-library-EN

xi. the authors are convinced that LMS embedded librarianship is becoming he primary and most productive method for connecting with college and university students, who are increasingly mobile.

xii. reference librarians engage the individual, listen, discover what is wanted and seek to point the stakeholder in profitable directions.
Instruction librarians, in contrast, step into the classroom and attempt to lead a group of students in new ways of searching wanted information.
Sometimes that instruction librarian even designs curriculum and teaches their own credit course to guide information seekers in the ways of finding, evaluating, and using information published in various formats.
Librarians also work in systems, emerging technologies, and digital initiatives in order to provide infrastructure or improve access to collections and services for tend users through the library website, discovery layers, etc. Although these arenas seemingly differ, librarians work as one.

xiii. working as an LMS embedded librarian is both a proactive approach to library instruction using available technologies and enabling a 24/7 presence.

1. Embeddedness involves more that just gaining perspective. It also allows the outsider to become part of the group through shared learning experiences and goals. 3. Embedded librarianship in the LMS is all about being as close as possible to where students are receiving their assignments and gaining instruction and advice from faculty members. p. 6 When embedded librarians provide ready access to scholarly electronic collections, research databases, and Web 2.0 tools and tutorials, the research experience becomes less frustrating and more focused for students. Undergraduate associate this familiar online environment with the academic world.

p. 7 describes embedding a reference librarian, which LRS reference librarians do, “partnership with the professor.” However, there is room for “Research Consultations” (p. 8). While “One-Shot Library Instruction Sessions” and “Information Literacy Credit Courses” are addressed (p. 809), the content of these sessions remains in the old-fashioned lecturing type of delivering the information.

p. 10-11. The manuscript points out clearly the weaknesses of using a Library Web site. The authors fail to see that the efforts of the academic librarians must go beyond Web page and seek how to easy the information access by integrating the power of social media with the static information residing on the library web page.

p. 12 what becomes disturbingly clear is that faculty focus on the mechanics of the research paper over the research process. Although students are using libraries, 70 % avoid librarians. Urging academic librarians to “take an active role and initiate the dialogue with faculty to close a divide that may be growing between them and faculty and between them and students.”
Four research context with which undergraduates struggle: big picture, language, situational context and information gathering.

p. 15 ACRL standards One and Three: librarians might engage students who rely on their smartphones, while keeping in mind that “[s]tudents who retrieve information on their smartphones may also have trouble understanding or evaluating how the information on their phone is ‘produced, organized, and disseminated’ (Standard One).
Standard One by its definition seems obsolete. If information is formatted for desktops, it will be confusing when on smart phones, And by that, it is not mean to adjust the screen size, but change the information delivery from old fashioned lecturing to more constructivist forms. e.ghttp://web.stcloudstate.edu/pmiltenoff/bi/

p. 15 As for Standard Two, which deals with effective search strategies, the LMS embedded librarian must go beyond Boolean operators and controlled vocabulary, since emerging technologies incorporate new means of searching. As unsuccessfully explained to me for about two years now at LRS: hashtag search, LinkedIn groups etc, QR codes, voice recognition etc.

p. 16. Standard Five. ethical and legal use of information.

p. 23 Person announced in 2011 OpenClass compete with BB, Moodle, Angel, D2L, WebCT, Sakai and other
p. 24 Common Features: content, email, discussion board, , synchronous chat and conferencing tools (Wimba and Elluminate for BB)

p. 31 information and resources which librarians could share via LMS
– post links to dbases and other resources within the course. LIB web site, LibGuides or other subject-related course guidelines
– information on research concepts can be placed in a similar fashion. brief explanation of key information literacy topics (e.g difference between scholarly and popular periodical articles, choosing or narrowing research topics, avoiding plagiarism, citing sources properly whining required citations style, understanding the merits of different types of sources (Articles book’s website etc)
– Pertinent advice the students on approaching the assignment and got to rheank needed information
– Tutorials on using databases or planning searches step-by-step screencast navigating in search and Candida bass video search of the library did you a tour of the library

p. 33 embedded librarian being copied on the blanked emails from instructor to students.
librarian monitors the discussion board

p. 35 examples: students place specific questions on the discussion board and are assured librarian to reply by a certain time
instead of F2F instruction, created a D2L module, which can be placed in any course. videos, docls, links to dbases, links to citation tools etc. Quiz, which faculty can use to asses the the students

p. 36 discussion forum just for the embedded librarian. for the students, but faculty are encouraged to monitor it and provide content- or assignment-specific input
video tutorials and searching tips
Contact information email phone active IM chat information on the library’s open hours

p. 37 questions to consider
what is the status of the embedded librarian: T2, grad assistant

p. 41 pilot program. small scale trial which is run to discover and correct potential problems before
One or two faculty members, with faculty from a single department
Pilot at Valdosta State U = a drop-in informatil session with the hope of serving the information literacy needs of distance and online students, whereas at George Washington U, librarian contacted a distance education faculty member to request embedding in his upcoming online Mater’s course
p. 43 when librarians sense that current public services are not being fully utilized, it may signal that a new approach is needed.
pilots permit tinkering. they are all about risk-taking to enhance delivery

p. 57 markeing LMS ebedded Librarianship

library collections, services and facilities because faculty may be uncertain how the service benefits their classroom teaching and learning outcomes.
my note per
“it is incumbent upon librarians to promote this new mode of information literacy instruction.” it is so passe. in the times when digital humanities is discussed and faculty across campus delves into digital humanities, which de facto absorbs digital literacy, it is shortsighted for academic librarians to still limit themselves into “information literacy,” considering that lip service is paid for for librarians being the leaders in the digital humanities movement. If academic librarians want to market themselves, they have to think broad and start with topics, which ARE of interest for the campus faculty (digital humanities included) and then “push” their agenda (information literacy). One of the reasons why academic libraries are sinking into oblivion is because they are sunk already in 1990-ish practices (information literacy) and miss the “hip” trends, which are of interest for faculty and students. The authors (also paying lip services to the 21st century necessities), remain imprisoned to archaic content. In the times, when multi (meta) literacies are discussed as the goal for library instruction, they push for more arduous marketing of limited content. Indeed, marketing is needed, but the best marketing is by delivering modern and user-sought content.
the stigma of “academic librarians keep doing what they know well, just do it better.” Lip-services to change, and life-long learning. But the truth is that the commitment to “information literacy” versus the necessity to provide multi (meta) literacites instruction (Reframing Information Literacy as a metaliteracy) is minimizing the entire idea of academic librarians reninventing themselves in the 21st century.
Here is more: NRNT-New Roles for New Times

p. 58 According to the Burke and Tumbleson national LMS embedded librarianship survey, 280 participants yielded the following data regarding embedded librarianship:

  • traditional F2F LMS courses – 69%
  • online courses – 70%
  • hybrid courses – 54%
  • undergraduate LMS courses 61%
  • graduate LMS courses 42%

of those respondents in 2011, 18% had the imitative started for four or more years, which place the program in 2007. Thus, SCSU is almost a decade behind.

p. 58 promotional methods:

  • word of mouth
  • personal invitation by librarians
  • email by librarians
  • library brochures
  • library blogs

four years later, the LRS reference librarians’ report https://magic.piktochart.com/output/5704744-libsmart-stats-1415 has no mentioning of online courses, less to say embedded librarianship

my note:
library blog
was offered numerous times to the LRS librarians and, consequently to the LRS dean, but it was brushed away, as were brushed away the proposals for modern institutional social media approach (social media at LRS does not favor proficiency in social media but rather sees social media as learning ground for novices, as per 11:45 AM visit to LRS social media meeting of May 6, 2015). The idea of the blog advantages to static HTML page was explained in length, but it was visible that the advantages are not understood, as it is not understood the difference of Web 2.0 tools (such as social media) and Web 1.0 tools (such as static web page). The consensus among LRS staff and faculty is to keep projecting Web 1.0 ideas on Web 2.0 tools (e.g. using Facebook as a replacement of Adobe Dreamweaver: instead of learning how to create static HTML pages to broadcast static information, use Facebook for fast and dirty announcement of static information). It is flabbergasting to be rejected offering a blog to replace Web 1.0 in times when the corporate world promotes live-streaming (http://www.socialmediaexaminer.com/live-streaming-video-for-business/) as a way to  promote services (academic librarians can deliver live their content)

p. 59 Marketing 2.0 in the information age is consumer-oriented. Marketing 3.0 in the values-driven era, which touches the human spirit (Kotler, Katajaya, and Setiawan 2010, 6).
The four Ps: products and services, place, price and promotion. Libraries should consider two more P’s: positioning and politics.

Mathews (2009) “library advertising should focus on the lifestyle of students. the academic library advertising to students today needs to be: “tangible, experiential, relatebale, measurable, sharable and surprising.” Leboff (2011, p. 400 agrees with Mathews: the battle in the marketplace is not longer for transaction, it is for attention. Formerly: billboards, magazines, newspapers, radio, tv, direct calls. Today: emphasize conversation, authenticity, values, establishing credibility and demonstrating expertise and knowledge by supplying good content, to enhance reputation (Leboff, 2011, 134). translated for the embedded librarians: Google goes that far; students want answers to their personal research dillemas and questions. Being a credentialed information specialist with years of experience is no longer enough to win over an admiring following. the embedded librarian must be seen as open and honest in his interaction with students.
p. 60  becoming attractive to end-users is the essential message in advertising LMS embedded librarianship. That attractivness relies upon two elements: being noticed and imparting values (Leboff, 2011, 99)

p. 61 connecting with faculty

p. 62 reaching students

  • attending a synchronous chat sessions
  • watching a digital tutorial
  • posting a question in a discussion board
  • using an instant messaging widget

be careful not to overload students with too much information. don’t make contact too frequently and be perceived as an annoyance and intruder.

p. 65. contemporary publicity and advertising is incorporating storytelling. testimonials differ from stories

p. 66 no-cost marketing. social media

low-cost marketing – print materials, fliers, bookmarks, posters, floor plans, newsletters, giveaways (pens, magnets, USB drives), events (orientations, workshops, contests, film viewings), campus media, digital media (lib web page, blogs, podcasts, social networking cites

p. 69 Instructional Content and Instructional Design
p. 70 ADDIE Model

ADDIE model ADDIE model

Analysis: the requirements for the given course, assignments.
Ask instructors expectations from students vis-a-vis research or information literacy activities
students knowledge about the library already related to their assignments
which are the essential resources for this course
is this a hybrid or online course and what are the options for the librarian to interact with the students.
due date for the research assignment. what is the timeline for completing the assignment
when research tips or any other librarian help can be inserted

copy of the syllabus or any other assignment document

p. 72 discuss the course with faculty member. Analyze the instructional needs of a course. Analyze students needs. Create list of goals. E.g.: how to find navigate and use the PschInfo dbase; how to create citations in APA format; be able to identify scholarly sources and differentiate them from popular sources; know other subject-related dbases to search; be able to create a bibliography and use in-text citations in APA format

p. 74 Design (Addie)
the embedded component is a course within a course. Add pre-developed IL components to the broader content of the course. multiple means of contact information for the librarians and /or other library staff. link to dbases. link to citation guidance and or tutorial on APA citations. information on how to distinguish scholarly and popular sources. links to other dbases. information and guidance on bibliographic and in-text citations n APA either through link, content written within the course a tutorial or combination. forum or a discussion board topic to take questions. f2f lib instruction session with students
p. 76 decide which resources to focus on and which skills to teach and reinforce. focus on key resources

p. 77 development (Addie).
-building content;the “landing” page at LRS is the subject guides page.  resources integrated into the assignment pages. video tutorials and screencasts

-finding existing content; google search of e.g.: “library handout narrowing topic” or “library quiz evaluating sources,” “avoiding plagiarism,” scholarly vs popular periodicals etc

-writing narrative content. p. 85

p. 87 Evaluation (Addie)

formative: to change what the embedded librarian offers to improve h/er services to students for the reminder of the course
summative at the end of the course:

p. 89  Online, F2F and Hybrid Courses

p. 97 assessment impact of embedded librarian.
what is the purpose of the assessment; who is the audience; what will focus on; what resources are available
p. 98 surveys of faculty; of students; analysis of student research assignments; focus groups of students and faculty

p. 100 assessment methods: p. 103/4 survey template
https://www.ets.org/iskills/about
https://www.projectsails.org/ (paid)
http://www.trails-9.org/
http://www.library.ualberta.ca/augustana/infolit/wassail/
p. 106 gathering LMS stats. Usability testing
examples: p. 108-9, UofFL : pre-survey and post-survey of studs perceptions of library skills, discussion forum analysis and interview with the instructor

p. 122 create an LMS module for reuse (standardized template)
p. 123 subject and course LibGuides, digital tutorials, PPTs,
research mind maps, charts, logs, or rubrics
http://creately.com/blog/wp-content/uploads/2012/12/Research-Proposal-mind-map-example.png
http://www.library.arizona.edu/help/tutorials/mindMap/sample.php  (excellent)
or paper-based if needed: Concept Map Worksheet
Productivity Tools for Graduate Students: MindMapping http://libguides.gatech.edu/c.php

rubrics:
http://www.cornellcollege.edu/LIBRARY/faculty/focusing-on-assignments/tools-for-assessment/research-paper-rubric.shtml
http://gvsu.edu/library/instruction/research-guidance-rubric-for-assignment-design-4.htm
Creating Effective Information Literacy Assignments http://www.lib.jmu.edu/instruction/assignments.aspx

course handouts
guides on research concepts http://library.olivet.edu/subject-guides/english/college-writing-ii/research-concepts/
http://louisville.libguides.com/c.php
Popular versus scholar http://www.library.arizona.edu/help/tutorials/scholarly/guide.html

list of frequently asked q/s:
blog posts
banks of reference q/s

p. 124. Resistance or Receptivity

p. 133 getting admin access to LMS for the librarians.

p. 136 mobile students, dominance of born-digital resources

 

 

 

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Summey T, Valenti S. But we don’t have an instructional designer: Designing online library instruction using isd techniques. Journal Of Library & Information Services In Distance Learning [serial online]. January 1, 2013;Available from: Scopus®, Ipswich, MA. Accessed May 11, 2015.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-84869866367%26site%3deds-live%26scope%3dsite

instructional designer library instruction using ISD techniques

Shank, J. (2006). The blended librarian: A job announcement analysis of the newly emerging position of instructional design librarian. College And Research Libraries, 67(6), 515-524.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-33845291135%26site%3deds-live%26scope%3dsite

The Blended Librarian_ A Job Announcement Analysis of the Newly Emerging Position of Instructional Design Librarian

Macklin, A. (2003). Theory into practice: Applying David Jonassen’s work in instructional design to instruction programs in academic libraries. College And Research Libraries, 64(6), 494-500.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-7044266019%26site%3deds-live%26scope%3dsite

Theory into Practice_ Applying David Jonassen_s Work in Instructional Design to Instruction Programs in Academic Libraries

Walster, D. (1995). Using Instructional Design Theories in Library and Information Science Education. Journal of Education for Library and Information Science, (3). 239.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsjsr%26AN%3dedsjsr.10.2307.40323743%26site%3deds-live%26scope%3dsite

Using Instructional Design Theories in Library and Information Science Education

Mackey, T. )., & Jacobson, T. ). (2011). Reframing information literacy as a metaliteracy. College And Research Libraries, 72(1), 62-78.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-79955018169%26site%3deds-live%26scope%3dsite

Reframing Information Literacy as a metaliteracy

Nichols, J. (2009). The 3 directions: Situated information literacy. College And Research Libraries, 70(6), 515-530.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedselc%26AN%3dedselc.2-52.0-73949087581%26site%3deds-live%26scope%3dsite

The 3 Directions_ Situated literacy

 

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Journal of Library & Information Services in Distance Learning (J Libr Inform Serv Dist Learn)

https://www.researchgate.net/journal/1533-290X_Journal_of_Library_Information_Services_in_Distance_Learning

http://conference.acrl.org/

http://www.loex.org/conferences.php

http://www.ala.org/lita/about/igs/distance/lit-igdl

————

https://magic.piktochart.com/output/5704744-libsmart-stats-1415

electronics and mental health

https://www.npr.org/2019/08/27/754362629/the-scientific-debate-over-teens-screens-and-mental-health


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more on electronics and mental health in this IMS blog
http://blog.stcloudstate.edu/ims?s=mental+health

productivity and physical space

In 2019, does it matter where do we perform our work?
When I asked in 2009 to use e-conferencing tools (Skype, Adobe Connect back then) to allow better attendance at faculty meetings, there was a mountain of arguments why NOT to. Such attitude was clearly expressed during the slow and painful advent of “online” education, which still leans more to “correspondence course” mentality rather then synchronous and interactive modern education.

The worst part is that in 2019 the attitude still persists.

networked college

https://www.edsurge.com/news/2018-05-10-longtime-higher-ed-leader-and-former-u-s-congressman-argues-for-a-networked-college

Goldie Blumenstyk, called it the “embedded for-profit university” because there’s all these different for-profits operations within a nonprofit higher-ed institution.

One of the MOOC founders who said five years later, well MOOCs have failed as an educational experiment. And my comment to that was, they never were an educational experiment.

Anya Kamenetz called “DIY U” people cobbling together an education from various sources

And we are in a world of multiple new models. The work I’ve done in the last 20 years in online or technologically enhanced learning suggests that fewer than 10 percent of the people who are learners are able to self-direct—or really more like 4 percent.

 

ICT information and communication technology literacy

The Role of Librarians in Supporting ICT Literacy

May 9, 2019,

https://er.educause.edu/blogs/2019/5/the-role-of-librarians-in-supporting-ict-literacy

Academic librarians increasingly provide guidance to faculty and students for the integration of digital information into the learning experience.

TPACK: Technological Pedagogical Content Knowledge

Many librarians have shied away from ICT literacy, concerned that they may be asked how to format a digital document or show students how to create a formula in a spreadsheet. These technical skills focus more on a specific tool than on the underlying nature of information.

librarians have begun to use an embedded model as a way to deepen their connection with instructors and offer more systematic collection development and instruction. That is, librarians focus more on their partnerships with course instructors than on a separate library entity.

If TPACK is applied to instruction within a course, theoretically several people could be contributing this knowledge to the course. A good exercise is for librarians to map their knowledge onto TPACK.

Large dotted line circle labelled Contexts. Inside large circle are three smaller circles overlapping to create a Venn diagram. Pink Circle: Technological Knowledge (TK). Blue Circle: Content Knowledge (CK). Yellow Circle: Pedagogical Knowledge (PK). Pink/Blue overlap: Technological Content Knowledge (TCK). Blue/Yellow Overlap: Pedagogical Content Knowledge (PCK). Yellow/Pink Overlap: Technological Pedagogical Knowledge (TPK). Center where all 3 overlap: Technological Pedagogical Content Knowledge (TPACK).

ICT reflects the learner side of a course. However, ICT literacy can be difficult to integrate because it does not constitute a core element of any academic domain. Whereas many academic disciplines deal with key resources in their field, such as vocabulary, critical thinking, and research methodologies, they tend not to address issues of information seeking or collaboration strategies, let alone technological tools for organizing and managing information.

Instructional design for online education provides an optimal opportunity for librarians to fully collaborate with instructors.

The outcomes can include identifying the level of ICT literacy needed to achieve those learning outcomes, a task that typically requires collaboration between the librarian and the program’s faculty member. Librarians can also help faculty identify appropriate resources that students need to build their knowledge and skills. As education administrators encourage faculty to use open educational resources (OERs) to save students money, librarians can facilitate locating and evaluating relevant resources. These OERs not only include digital textbooks but also learning objects such as simulations, case studies, tutorials, and videos.

Reading online text differs from reading print both physically and cognitively. For example, students scroll down rather than turn online pages. And online text often includes hyperlinks, which can lead to deeper coverage—as well as distraction or loss of continuity of thought. Also, most online text does not allow for marginalia that can help students reflect on the content. Teachers and students often do not realize that these differences can impact learning and retention. To address this issue, librarians can suggest resources to include in the course that provide guidance on reading online.

My note – why specialist like Tom Hergert and the entire IMS is crucial for the SCSU library and librarians and how neglecting the IMS role hurts the SCSU library
Similarly, other types of media need to be evaluated, comprehended, and interpreted in light of their critical features or “grammar.” For example, camera angles can suggest a person’s status (as in looking up to someone), music can set the metaphorical tone of a movie, and color choices can be associated with specific genres (e.g., pastels for romances or children’s literature, dark hues for thrillers). Librarians can explain these media literacy concepts to students (and even faculty) or at least suggest including resources that describe these features

My note – on years-long repetition of the disconnect between SCSU ATT, SCSU library and IMS
instructors need to make sure that students have the technical skills to produce these products. Although librarians might understand how media impacts the representation of knowledge, they aren’t necessarily technology specialists. However, instructors and librarians can collaborate with technology specialists to provide that expertise. While librarians can locate online resources—general ones such as Lynda.com or tool-specific guidance—technology specialists can quickly identify digital resources that teach technical skills (my note: in this case IMS). My note: we do not have IDs, another years-long reminder to middle and upper management. Many instructors and librarians have not had formal courses on instructional design, so collaborations can provide an authentic means to gain competency in this process.

My note: Tom and I for years have tried to make aware SCSU about this combo –
Instructors likely have high content knowledge (CK) and satisfactory technological content knowledge (TCK) and technological knowledge (TK) for personal use. But even though newer instructors acquire pedagogical knowledge (PK), pedagogical content knowledge (PCK), and technological pedagogical knowledge (TPK) early in their careers, veteran instructors may not have received this training. The same limitations can apply to librarians, but technology has become more central in their professional lives. Librarians usually have strong one-to-one instruction skills (an aspect of PK), but until recently they were less likely to have instructional design knowledge. ICT literacy constitutes part of their CK, at least for newly minted professionals. Instructional designers are strong in TK, PK, and TPK, and the level of their CK (and TCK and TPK) will depend on their academic background. And technology specialists have the corner on TK and TCK (and hopefully TPK if they are working in educational settings), but they may not have deep knowledge about ICT literacy.

Therefore, an ideal team for ICT literacy integration consists of the instructor, the librarian, the instructional designer, and the technology specialist. Each member can contribute expertise and cross-train the teammates. Eventually, the instructor can carry the load of ICT literacy, with the benefit of specific just-in-time support from the librarian and instructional designer.

My note: I have been working for more then six years as embedded librarian in the doctoral cohort and had made aware the current library administrator (without any response) about my work, as well as providing lengthy bibliography (e.g. http://blog.stcloudstate.edu/ims/2017/08/24/embedded-librarian-qualifications/ and have had meeting with the current SOE administrator and the library administrator (without any response).
I also have delivered discussions to other institutions (http://blog.stcloudstate.edu/ims/2018/04/12/embedded-librarian-and-gamification-in-libraries/)
Librarians should seriously consider TPACK as a way to embed themselves into the classroom to incorporate information and ICT literacy.

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more about academic library in this IMS blog
http://blog.stcloudstate.edu/ims?s=academic+library

more on SAMR and TRACK models in this IMS blog
http://blog.stcloudstate.edu/ims/2018/05/17/transform-education-digital-tools/

http://blog.stcloudstate.edu/ims/2015/07/29/mn-esummit-2015/

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