Searching for "millennials"

The iGen Shift

The iGen Shift: Colleges Are Changing to Reach the Next Generation

The newest students are transforming the way schools serve and educate them, including sending presidents and deans to Instagram and Twitter.

By Laura Pappano 

A generation that rarely reads books or emails, breathes through social media, feels isolated and stressed but is crazy driven and wants to solve the world’s problems (not just volunteer) is now on campus. Born from 1995 to 2012, its members are the most ethnically diverse generation in history, said Jean M. Twenge, psychology professor at San Diego State University.

Campuses also have been slow to recognize that this age group is not millennials, version 2.0.

“IGen has a different flavor,” said Dr. Twenge of San Diego State University and author of “iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy — and Completely Unprepared for Adulthood — and What That Means for the Rest of Us.”

Getting student attention and keeping it matters to administrators trying to build excitement for campus events, but also in prodding students about housing contracts and honor codes.

Being social on social media attracts students who might tune out official communication. Mr. Babineaux said he and his friends noted when college posts sounded “goofy” or “like your grandfather trying to say swag.”

 

rise of iGeneration

ELI Webinar | The Rise of the iGeneration and Its Impact on Higher Education

Monday, May 07 | 1:00pm – 2:00pm ET | Online

https://events.educause.edu/eli/webinars/2018/the-rise-of-the-igeneration-and-its-impact-on-higher-education

Outcomes

  • Explore how iGen compares to other generations
  • Learn about iGen’s beliefs, preferences, and behaviors
  • Connect these behaviors to program needs, marketing challenges, technology and workforce implications, and other factors

The iGeneration—the part of Generation Z that is high school or college age—has been estimated at 42 million strong. Due to recent events and the influence of families and social networks, this segment is finding its voice and power much quicker than its predecessors, the Millennials.

Speakers

International Conference on Learning Athens Greece

Twenty-fifth International Conference on Learning

2018 Special Focus: Education in a Time of Austerity and Social Turbulence  21–23 June 2018 University of Athens, Athens, Greece http://thelearner.com/2018-conference

Theme 8: Technologies in Learning

  • Technology and human values: learning through and about technology
  • Crossing the digital divide: access to learning in, and about, the digital world
  • New tools for learning: online digitally mediated learning
  • Virtual worlds, virtual classrooms: interactive, self-paced and autonomous learning
  • Ubiquitous learning: using the affordances of the new mediaDistance learning: reducing the distance

Theme 9: Literacies Learning

  • Defining new literacies
  • Languages of power: literacy’s role in social access
  • Instructional responses to individual differences in literacy learning
  • The visual and the verbal: Multiliteracies and multimodal communications
  • Literacy in learning: language in learning across the subject areas
  • The changing role of libraries in literacies learning
  • Languages education and second language learning
  • Multilingual learning for a multicultural world
  • The arts and design in multimodal learning
  • The computer, internet, and digital media: educational challenges and responses

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PROPOSAL: Paper presentation in a Themed Session

Title

Virtual Reality and Gamification in the Educational Process: The Experience from an Academic Library

short description

VR, AR and Mixed Reality, as well as gaming and gamification are proposed as sandbox opportunity to transition from a lecture-type instruction to constructivist-based methods.

long description

The NMC New Horizon Report 2017 predicts a rapid application of Video360 in K12. Millennials are leaving college, Gen Z students are our next patrons. Higher Education needs to meet its new students on “their playground.” A collaboration by a librarian and VR specialist is testing the opportunities to apply 360 degree movies and VR in academic library orientation. The team seeks to bank on the inheriting interest of young patrons toward these technologies and their inextricable part of a rapidly becoming traditional gaming environment. A “low-end,” inexpensive and more mobile Google Cardboard solution was preferred to HTC Vive, Microsoft HoloLens or comparable hi-end VR, AR and mixed reality products.

The team relies on the constructivist theory of assisting students in building their knowledge in their own pace and on their own terms, rather than being lectured and/or being guided by a librarian during a traditional library orientation tour. Using inexpensive Google Cardboard goggles, students can explore a realistic set up of the actual library and familiarize themselves with its services. Students were polled on the effectiveness of such approach as well as on their inclination to entertain more comprehensive version of library orientation. Based on the lessons from this experiment, the team intends to pursue also a standardized approach to introducing VR to other campus services, thus bringing down further the cost of VR projects on campus. The project is considered a sandbox for academic instruction across campus. The same concept can be applied for [e.g., Chemistry, Physics, Biology) lab tours; for classes, which anticipate preliminary orientation process.

Following the VR orientation, the traditional students’ library instruction, usually conducted in a room, is replaced by a dynamic gamified library instruction. Students are split in groups of three and conduct a “scavenger hunt”; students use a jQuery-generated Web site on their mobile devices to advance through “hoops” of standard information literacy test. E.g., they need to walk to the Reference Desk, collect specific information and log their findings in the Web site. The idea follows the strong interest in the educational world toward gaming and gamification of the educational process. This library orientation approach applies the three principles for gamification: empowers learners; teaches problem solving and increases understanding.
Similarly to the experience with VR for library orientation, this library instruction process is used as a sandbox and has been successfully replicated by other instructors in their classes.

Keywords

academic library

literacies learning

digitally mediated learning

 

topics for IM260

proposed topics for IM 260 class

  • Media literacy. Differentiated instruction. Media literacy guide.
    Fake news as part of media literacy. Visual literacy as part of media literacy. Media literacy as part of digital citizenship.
  • Web design / web development
    the roles of HTML5, CSS, Java Script, PHP, Bootstrap, JQuery, React and other scripting languages and libraries. Heat maps and other usability issues; website content strategy. THE MODEL-VIEW-CONTROLLER (MVC) design pattern
  • Social media for institutional use. Digital Curation. Social Media algorithms. Etiquette Ethics. Mastodon
    I hosted a LITA webinar in the fall of 2016 (four weeks); I can accommodate any information from that webinar for the use of the IM students
  • OER and instructional designer’s assistance to book creators.
    I can cover both the “library part” (“free” OER, copyright issues etc) and the support / creative part of an OER book / textbook
  • Big Data.” Data visualization. Large scale visualization. Text encoding. Analytics, Data mining. Unizin. Python, R in academia.
    I can introduce the students to the large idea of Big Data and its importance in lieu of the upcoming IoT, but also departmentalize its importance for academia, business, etc. From infographics to heavy duty visualization (Primo X-Services API. JSON, Flask).
  • NetNeutrality, Digital Darwinism, Internet economy and the role of your professional in such environment
    I can introduce students to the issues, if not familiar and / or lead a discussion on a rather controversial topic
  • Digital assessment. Digital Assessment literacy.
    I can introduce students to tools, how to evaluate and select tools and their pedagogical implications
  • Wikipedia
    a hands-on exercise on working with Wikipedia. After the session, students will be able to create Wikipedia entries thus knowing intimately the process of Wikipedia and its information.
  • Effective presentations. Tools, methods, concepts and theories (cognitive load). Presentations in the era of VR, AR and mixed reality. Unity.
    I can facilitate a discussion among experts (your students) on selection of tools and their didactically sound use to convey information. I can supplement the discussion with my own findings and conclusions.
  • eConferencing. Tools and methods
    I can facilitate a discussion among your students on selection of tools and comparison. Discussion about the their future and their place in an increasing online learning environment
  • Digital Storytelling. Immersive Storytelling. The Moth. Twine. Transmedia Storytelling
    I am teaching a LIB 490/590 Digital Storytelling class. I can adapt any information from that class to the use of IM students
  • VR, AR, Mixed Reality.
    besides Mark Gill, I can facilitate a discussion, which goes beyond hardware and brands, but expand on the implications for academia and corporate education / world
  • IoT , Arduino, Raspberry PI. Industry 4.0
  • Instructional design. ID2ID
    I can facilitate a discussion based on the Educause suggestions about the profession’s development
  • Microcredentialing in academia and corporate world. Blockchain
  • IT in K12. How to evaluate; prioritize; select. obsolete trends in 21 century schools. K12 mobile learning
  • Podcasting: past, present, future. Beautiful Audio Editor.
    a definition of podcasting and delineation of similar activities; advantages and disadvantages.
  • Digital, Blended (Hybrid), Online teaching and learning: facilitation. Methods and techniques. Proctoring. Online students’ expectations. Faculty support. Asynch. Blended Synchronous Learning Environment
  • Gender, race and age in education. Digital divide. Xennials, Millennials and Gen Z. generational approach to teaching and learning. Young vs old Millennials. Millennial employees.
  • Privacy, [cyber]security, surveillance. K12 cyberincidents. Hackers.
  • Gaming and gamification. Appsmashing. Gradecraft
  • Lecture capture, course capture.
  • Bibliometrics, altmetrics
  • Technology and cheating, academic dishonest, plagiarism, copyright.

code4lib 2018

Code4Lib 2018 is a loosely-structured conference that provides people working at the intersection of libraries/archives/museums/cultural heritage and technology with a chance to share ideas, be inspired, and forge collaborations. For more information about the Code4Lib community, please visit http://code4lib.org/about/.

The conference will be held at the Omni Shoreham Hotel in Washington, DC, from February 13, 2018 – February 16, 2018.  More information about Code4lib 2018 is available on this year’s conference website http://2018.code4lib.org.

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Mark Gill and Plamen Miltenoff proposal:

Gamification of Library Orientation and Instruction

Abstract

The rapid advent in the technologies of augmented and virtual reality (VR) in the last several years and the surge down in price creates possibilities for its increasing and ubiquitous application in education. A collaboration by a librarian and VR specialist led to testing opportunities to apply 360 video in academic library orientation. The team seeks to bank on the inherited interest of Millennials toward these technologies and their inextricable part of a growing gaming environment in education. A virtual introduction via 360 video aims to familiarize patrons with the library and its services: http://bit.ly/VRlib. I short Surveymonkey survey following the virtual introduction assesses learning outcomes and allows further instruction when necessary. Patrons can use any electronic devices from desktop to any size mobile devices. Patrons can also watch in panorama mode, and are provided with goggles if they would like to experience the VR mode.

The next step is an introduction to basic bibliographic instruction, followed by a gamified “scavenger hunt”-kind of exercise, which aims to gamify students’ ability to perform basic research: http://bit.ly/learnlib. The game is web-based and it can be played on any electronic devices from desktops to mobile devices. The game is followed by a short Google Form survey, which assesses learning outcomes and allows further work shall any knowledge gaps occur.

The team relies on the constructivist theory of assisting patrons in building their knowledge in their own pace and on their own terms, rather than being lectured and guided by a librarian only.

This proposal envisions half a day activities for participants to study the opportunities presented by 360 video camera and acquire the necessary skills to collect quickly useful footage and process it for the library needs. The second half of the day is allocated for learning Adobe Dreamweaver to manipulate the preexisting “templates” (HTML and jQuery code) for the game and adapt the content and the format to the needs of the participants’ libraries.

Mark Gill mcgill@stcloudstate.edu 320-308-5605

Mr. Gill is a Visualization Engineer for the College of Science and Engineering and runs the Visualization Laboratory.  He has worked for several major universities as well as Stennis Space Center and Mechdyne, Inc.  He holds a Masters of Science in Software Engineering.

Plamen Miltenoff, Ph.D., MLIS  pmiltenoff@stcloudstate.edu 320-308-3072

Dr. Miltenoff is part of a workgroup within the academic library, which works with faculty, students and staff on the application of new technologies in education. Dr. Miltenoff’s most recent research with Mark Gill is on the impact of Video 360 on students during library orientation: http://web.stcloudstate.edu/pmiltenoff/bi/

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more about code4lib in this IMS blog
https://blog.stcloudstate.edu/ims/2016/11/11/code4lib/

Grant America for Bulgaria

http://www.us4bg.org/areas/education/

Proposal |Project Title

The 21st Century Skills of the Academic Librarian in Bulgaria

Applicant:
Plamen Miltenoff, PhD, MLIS, http://web.stcloudstate.edu/pmiltenoff/faculty/
My experience and connections with the library organizations and professionals from Moldova, Bulgaria and Austria, as well as my 17+ years working at the St. Cloud State University library provides me with an opportunity for comparison and, consequently, proposal for collaborative practices with Bulgarian academic librarians.

Project Duration: one year

Problem Identification: Through the years, my work with faculty and librarians from Shoumen University (http://shu-bg.net/ ), Plovdiv University (https://uni-plovdiv.bg/), New Bulgarian University (https://nbu.bg/),  the American University (https://www.aubg.edu/) and Sofia University (https://www.uni-sofia.bg/) helped me identify differences and similarities in the work of the Bulgarian educational institutions and academia from abroad.

The role of the academic librarian in the educational process is different/limited in Bulgaria compared to the United States. During a collaboration on gamifying library instruction (http://web.stcloudstate.edu/pmiltenoff/bi/), the NBU librarians demonstrated their propensity to shift their campus role close to the campus role of American librarians, yet in general the Bulgarian library guild remains traditional in their view of their responsibilities toward the educational process on campus.

Project Objectives:

This proposal aims regular discussions among professionals from Bulgarian and American (possibly other nations) librarians to determine the framework regarding librarian’s responsibilities. Are academic librarians faculty members or staff? Do they have teaching or service (or both) responsibilities? What are 20th century academic librarians’ responsibilities are to be preserved? Updated? What are the 21st century responsibilities to be gained? What is the relationship between academic librarians and faculty? What is expected from an academic librarians to ensure learning happens? To benefit faculty’s teaching?
A comparison of academic library structures, job descriptions, models and discourses can lead to deep[er] analysis of existing structures and possible reorganizations to improve the role of the library in particular and the efficiency of the educational institution in general.
Comparisons of topics and syllabi: multiliteraices as successor of information literacy? Is the academic library the hub for technological innovations (e.g makerspaces, 3D printing, virtual reality/augmented reality) and if not, what is the academic library role in the process?
Other relevant topics / issues are expected to transpire during such discourse.

Project Description:

The project is organized in collaboration of synchronous and asynchronous character during the span of one academic year. Three synchronous sessions each semester (six sessions for the entire semester) will provide a forum through e-conferencing tools (e.g. Adobe Connect, WebEx, Skype, Google Hangout etc.) for live discussions and planning. Weekly asynchronous dialog through social media (e.g. blog, Facebook Group, Google Group etc.) will provide the platform/ hub/ forum daily/detailed preparation for the monthly synchronous meetings.

Most valuable feedback through the weekly asynchronous discussions will be voted by participants and three best weekly contributions will be awarded badges. At the end of the academic year, the three contributors with largest collection of badges will be awarded cost for registration fee, travel and lodging to an important European conference regarding libraries and education.

The experience and lessons from the process will be summed up, published and presented at local (Bulgarian), regional (Balkans) and international (European, U.S.) educational conferences and events. Similar cross-cultural experiences and studies will be research and comparison and future collaboration will be sought.

Impact:

  • The use of synchronous tools will provide technological and didactical practice for academic librarians; an experience they later can apply in their service to the campus community.
  • Same with the asynchronous tools / social media
  • The practice and experience of using social media for institutional purposes can help librarians figure out pertinent outreach to the recent and incoming students (Millennials and Gen Y)
  • The use of social media will provide transparency and participatory governing of the process.

Sustainability:

The lessons from such endeavor aim to bring closer collaboration and understanding between academic librarians and campus faculty. Such collaboration can be measured, as well as impact of improved teaching and improved learning. The measurements should convince university administration to further support the continues process of cross-cultural collaboration between academic librarians.

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.

https://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 characteristics 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? https://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 embedded 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
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Privacy & Security in Today’s Library

Privacy & Security in Today’s Library by Amigos Library Services

The virtuality of privacy and security on the from Plamen Miltenoff

From: Jodie Borgerding [mailto:Borgerding@amigos.org]
Sent: Wednesday, July 05, 2017 3:07 PM
To: Miltenoff, Plamen <pmiltenoff@stcloudstate.edu>
Cc: Nicole Walsh <WALSH@AMIGOS.ORG>
Subject: Proposal Submission for Privacy & Security Conference

Hi Plamen,

Thank you for your recent presentation proposal for the online conference, Privacy & Security in Today’s Library, presented by Amigos Library Services. Your proposal, The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party,” has been accepted. I just wanted to confirm that you are still available to present on September 21, 2017 and if you have a time preference for your presentation (11 am, 12 pm, or 2 pm Central). If you are no longer able to participate, please let me know.

Nicole will be touch with you shortly with additional details and a speaker’s agreement.

Please let me know if you have any questions.

Thanks!
___________________

Jodie Borgerding Consulting & Education Services Manager Amigos Library Services 1190 Meramec Station Road, Suite 207 | Ballwin, MO  63021-6902 800-843-8482 x2897 | 972-340-2897(direct) http://www.amigos.org | borgerding@amigos.org

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Bio

Dr. Plamen Miltenoff is an Information Specialist and Professor at St. Cloud State University. His education includes several graduate degrees in history and Library and Information Science and terminal degrees in education and psychology.

His professional interests encompass social media, multimedia, Web development and design, gaming and gamification, and learning environments (LEs).

Dr. Miltenoff organized and taught classes such as LIB 290 “Social Media in Global Context” (http://web.stcloudstate.edu/pmiltenoff/lib290/) and LIB 490/590 “Digital Storytelling” (http://web.stcloudstate.edu/pmiltenoff/lib490/) where issues of privacy and security are discussed.

Twitter handle @SCSUtechinstruc

Facebook page: https://www.facebook.com/InforMediaServices/

The virtuality of privacy and security on the modern campus:

The role of the library in teaching with technology unsupported by campus IT: the privacy and security issues of the “third-party software” teaching and learning

Abstract/Summary of Your Proposed Session

The virtualization reality changes rapidly all aspects of learning and teaching: from equipment to methodology, just when faculty have finalized their syllabus, they have to start a new, if they want to keep abreast with content changes and upgrades and engagement of a very different student fabric – Millennials.

Mainframes are replaced by microcomputers, microcomputers by smart phones and tablets, hard drives by cloud storage and wearables by IoT. The pace of hardware, software and application upgrade is becoming unbearable for students and faculty. Content creation and methodology becomes useless by the speed of becoming obsolete. In such environment, faculty students and IT staff barely can devote time and energy to deal with the rapidly increasing vulnerability connected with privacy and security.

In an effort to streamline ever-becoming-scarce resources, campus IT “standardizes” campus use of applications. Those are the applications, which IT chooses to troubleshoot campus-wide. Those are the applications recommended to faculty and students to use.

In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal, attention on campuses is drown to the fact that cyberattacks shift now from mobile devices to IoT and campus often are struggling even with their capability to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party application might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.

Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?

Abstract

The pace of changes in teaching and learning is becoming impossible to sustain: equipment evolves in accelerated pace, the methodology of teaching and learning cannot catch up with the equipment changes and atop, there are constant content updates. In an even-shrinking budget, faculty, students and IT staff barely can address the issues above, less time and energy left to address the increasing concerns about privacy and security.

In an unprecedented burgeoning amount of applications, specifically for mobile devices, it is difficult to constraint faculty and students to use campus IT sanctioned applications, especially considering the rapid pace of such applications becoming obsolete. Faculty and students often “stray” away and go with their own choice. Such decision exposes faculty and students, personally, and the campus, institutionally, at risk. In a recent post by THE Journal (https://blog.stcloudstate.edu/ims/2017/06/06/cybersecurity-and-students/), attention on campuses is drawn to the fact of cyberattacks shifting from mobile devices to IoT but campus still struggling to guarantee cybersecurity of mobile devices on campus. Further, the use of third-party applications might be in conflict with the FERPA campus-mandated policies. Such policies are lengthy and complex to absorb, both by faculty and students and often are excessively restrictive in terms of innovative ways to improve methodology and pedagogy of teaching and learning. The current procedure of faculty and students proposing new applications is a lengthy and cumbersome bureaucratic process, which often render the end-users’ proposals obsolete by the time the process is vetted.

Where/what is the balance between safeguarding privacy on campus and fostering security without stifling innovation and creativity? Can the library be the campus hub for education about privacy and security, the sandbox for testing and innovation and the body to expedite decision-making?

https://blog.stcloudstate.edu/ims/2017/06/06/cybersecurity-and-students/

Anything else you would like to add

3 take-aways from this session:

  • Discuss and form an opinion about the education-pertinent issues of privacy and security from the broad campus perspective, versus the narrow library one
  • Discuss and form an opinion about the role of the library on campus in terms of the greater issues of privacy and security

Re-examine the thin red line of the balance between standardization and innovation; between the need for security and privacy protection a

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presentation:
https://www.slideshare.net/aidemoreto/the-virtuality-of-privacy-and-security-on-the 

chat – slide 4, privacy. please take 2 min and share your definition of privacy on campus. Does it differ between faculty and students?  what are the main characteristics to determine privacy

chat – slide 5, security. please take 2 min and share your definition of security on campus regarding electronic activities. Who’s responsibility is security? IT issue [only]?

poles: slide 6, technology unsupported by campus IT, is it worth considering? 1. i am a great believer in my freedom of choice 2. I firmly follow rules and this applies to the use of computer tools and applications 3. Whatever…

chat –  slide 6, why third party applications? pros and cons. E.g. pros – familiarity with third party versus campus-required

pole, slide 6, appsmashing. App smashing is the ability to combine mobile apps in your teaching process. How do you feel about it? 1. The force is with us 2. Nonsense…

pole slide 7 third party apps and the comfort of faculty. How do you see the freedom of using third party apps? 1. All I want, thank you 2. I would rather follow the rules 3. Indifference is my middle name

pole slide 8 Technology standardization? 1. yes, 2. no, 3. indifferent

chat slide 9 if the two major issues colliding in this instance are: standardization versus third party and they have impact on privacy and security, how would you argue for the one or the other?

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notes from the conference

 

 

Measuring Library Vendor Cyber Security: Seven Easy Questions Every Librarian Can Ask

http://journal.code4lib.org/articles/11413

Bill Walker: http://www.amigos.org/innovating_metadata

 

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more on security in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=security

more on privacy in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=privacy

xennial

Are you a xennial? Take the quiz

The sound of dial-up internet haunts your nightmares and you remember when floppy disks were actually floppy. Was your first crush called Corey? Perhaps you were born between 1977 and 1983

https://www.theguardian.com/culture/2017/jun/27/are-you-a-xennial-take-the-quiz

The online magazine Good says xennials are “a micro-generation that serves as a bridge between the disaffection of gen X and the blithe optimism of millennials”.

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more on Millennials in this IMS blog
https://blog.stcloudstate.edu/ims?s=millennials

library user

The Library in the Life of the User. Engaging with People Where They Live and Learn

http://www.oclc.org/content/dam/research/publications/2015/oclcresearch-library-in-life-of-user.pdf
p. 18
Library staff
The roles of librarians change with changes in user needs and demands and the technology employed. A survey conducted for Research Libraries UK found skill gaps in nine key areas in which subject librarians could be supporting researchers’ needs. Even though many librarians may want to hire new staff with these skills, a survey found that the reality for most will be training existing staff.
Definitions of library services will change. We need to grow the ways users can engage with whatever they value from libraries, whether papyrus rolls, maker spaces or data management instruction.
p. 19
What is the Unique Selling Point (USP) of libraries vis-à-vis other information service providers?
p. 21
Librarians should measure the effectiveness of services based on the users’ perceptions of success. Librarians also should move beyond surveys of how library space is being used and should conduct structured observations and interviews with the people using the space. It is not enough to know that the various spaces, whether physical or virtual, are busy. Librarians need to understand when and how the spaces are being used.

p. 33 What is Enough? Satisficing Information Needs

Role theory explains that: “When people occupy social positions their behavior is determined mainly by what is expected of that position rather than by their own individual characteristics” (Abercrombie et al., 1994, p. 360).
Rational choice theory is based on the premise that complex social behavior can be understood in terms of elementary individual actions because individual action is the elementary unit of social life. Rational choice theory posits that individuals choose or prefer what is best to achieve their objectives or pursue their interests, acting in their self-interest (Green, 2002). Stated another way, “When faced with several courses of action, people usually do what they believe is likely to have the best overall outcome” (Scott, 2000).
When individuals satisfice, they compare the benefits of obtaining “more information” against the additional cost and effort of continuing to search (Schmid, 2004)
p. 38
This paper examines the theoretical concepts—role theory, rational choice, and satisficing—by attempting to explain the parameters within which users navigate the complex information-rich environment and determine what and how much information will meet their needs.
p. 39
The information-seeking and -searching research that explicitly addresses the topic of “what is good enough” is scant, though several studies make oblique references to the stopping stage, or to the shifting of directions for want of adequate information. Kraft and Lee (1979, p. 50) propose three stopping rules:
1. The satiation rule, “where the scan is terminated only when the user becomes satiated by finding all the desired number of relevant documents”;
2. The disgust rule, which “allows the scan to be terminated only when the user becomes disgusted by having to examine too many irrelevant documents”; and
3. The combination rule, “which allows the user to be seen as stopping the scan if he/she is satiated by finding the desired number of relevant documents or disgusted by having to examine too many irrelevant documents, whichever comes first.”
p. 42
Ellis characterizes six different types of information activities: starting, chaining, browsing, differentiating, monitoring and extracting. He emphasizes the information- seeking activities, rather than the nature of the problems or criteria used for determining when to stop the information search process. In a subsequent article, Ellis (1997) observes that even in the final stages of writing, individuals may continue the search for information in an attempt to answer unresolved questions or to look for new literature.
p. 43
Undergraduate and graduate students
Situations creating the need to look for information (meeting assignment requirements):
• Writing research reports; and
• Preparing presentations.
Criteria used for stopping the information search (fulfilling assignment requirements):
1. Quantitative criteria:
— Required number of citations was gathered;
— Required number of pages was reached;
— All the research questions were answered; and
— Time available for preparing.
2. Qualitative criteria:
— Accuracy of information;
— Same information repeated in several sources;
— Sufficient information was gathered; and
— Concept understood.
Criteria used for stopping the information search (fulfilling assignment requirements):
1. Quantitative criteria:
— Required number of citations was gathered;
— Required number of pages was reached;
— All the research questions were answered; and
— Time available for preparing.
2. Qualitative criteria:
— Accuracy of information;
— Same information repeated in several sources;
— Sufficient information was gathered; and
— Concept understood.
p. 44
Faculty
Situations creating the need to look for information (meeting teaching needs):
• Preparing lectures and presentations;
• Delivering lectures and presentations;
• Designing and conducting workshops;
• Meeting scholarly and research needs; and
• Writing journal articles, books and grant proposals.
Criteria used for stopping the information search (fulfilling teaching needs):
1. Quantitative criteria:
— Time available for: preparing lectures and presentations; delivering lectures
— And presentations; and designing and conducting workshops; and
— Fulfilling scholarly and research needs.
2. Qualitative criteria:
— Every possible synonym and every combination were searched;
— Representative sample of research was identified;
— Current or cutting-edge research was found;
— Same information was repeated;
— Exhaustive collection of information sources was discovered;
— Colleagues’ feedback was addressed;
— Journal reviewers’ comments were addressed; and
— Publisher’s requirements were met.
1. Quantitative criteria for stopping:
— Requirements are met;
— Time constraints are limited; and
— Coverage of material for publication is verified by colleagues or reviewers.
2. Qualitative criteria for stopping:
— Trustworthy information was located;
— A representative sample of sources was gathered;
— Current information was located;
— Cutting-edge material was located;
— Exhaustive search was performed; and
— Exhaustive collection of information sources was discovered.
p. 53

“Screenagers” and Live Chat Reference: Living Up to the Promise

p. 81

Sense-Making and Synchronicity: Information-Seeking Behaviors of Millennials and Baby Boomers

p. 84 Millennials specific generational features pertinent to libraries and information-seeking include the following:

Immediacy. Collaboration. Experiential learning. Visual orientation. Results orientation.  Confidence.
Rushkoff (1996) described the non-linearity of the thinking patterns of those he terms “children of chaos,” coining the term “screenagers” to describe those who grew up surrounded by television and computers (p. 3).
p. 85
Rational choice theory describes a purposive action whereby individuals judge the costs and benefits of achieving a desired goal (Allingham 1999; Cook and Levi 1990; Coleman and Fararo 1992). Humans, as rational actors, are capable of recognizing and desiring a certain outcome, and of taking action to achieve it. This suggests that information seekers rationally evaluate the benefits of information’s usefulness and credibility, versus the costs in time and effort to find and access it.
Role theory offers a person-in-context framework within the information-seeking situation which situates behaviors in the context of a social system (Mead 1934; Marks 1996). Abercrombie, et al. (1994, p. 360) state, “When people occupy social positions their behavior is determined mainly by what is expected of that position rather than by their own individual characteristics.” Thus the roles of information-seekers in the academic environment influence the expectations for performance and outcomes. For example, faculty would be expected to look for information differently than undergraduate students. Faculty members are considered researchers and experts in their disciplines, while undergraduate students are novices and protégés, roles that place them differently within the organizational structure of the academy (Blumer, 2004; Biddle, 1979; Mead, 1934; Marks, 1996; Marks, 1977).

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more on research in this IMS blog
https://blog.stcloudstate.edu/ims?s=research

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