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sound and the brain

What Types of Sound Experiences Enable Children to Learn Best?

https://www.kqed.org/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best
At Northwestern’s Auditory Neuroscience Lab, Kraus and colleagues measure how the brain responds when various sounds enter the ear. They’ve found that the brain reacts to sound in microseconds, and that brain waves closely resemble the sound waves.
Making sense of sound is one of the most “computationally complex” functions of the brain, Kraus said, which explains why so many language and other disorders, including autism, reveal themselves in the way the brain processes sound. The way the brain responds to the “ingredients” of sound—pitching, timing and timbre—is a window into brain health and learning ability.

practical suggestions for creating space “activities that promote sound-to-meaning development,” whether at home or in school:
Reduce noise. Chronic background noise is associated with several auditory and learning problems: it contributes to “neural noise,” wherein brain neurons fire spontaneously in the absence of sound; it reduces the brain’s sensitivity to sound; and it slows auditory growth.
Read aloud. Even before kids are able to read themselves, hearing stories told by others develops vocabulary and builds working memory; to understand how a story unfolds, listeners, need to remember what was said before.
Encourage children to play a musical instrument. “There is an explicit link between making music and strengthening language skills, so that keeping music education at the center of curricula can pay big dividends for children’s cognitive, emotional, and educational health.Two years of music instruction in elementary and even secondary school can trigger biological changes in how the brain processes sound, which in turn affects language development.
Listen to audiobooks and podcasts. Well-told stories can draw kids in and build attention skills and working memory. The number and quality of these recordings has exploded in recent years, making it that much easier to find a good fit for individuals and classes.
Support learning a second language. Growing up in a bilingual environment causes a child’s brain to manage two languages at once.
Avoid white noise machines. In an effort to soothe children to sleep, some parents set up sound machines in bedrooms. These devices, which emit “meaningless sound,” as Kraus put it, can interfere with how the brain develops sound-processing circuitry.
Use the spread of technology to your advantage. Rather than bemoan the constant bleeping and chirping of everyday life, much of it the result of technological advances, welcome the new sound opportunities these developments provide. Technologies that shrink the globalized world enable second-language learning.

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More on the brain in this IMS blog
http://blog.stcloudstate.edu/ims?s=brain

Media Manipulation and Disinformation Online

A Review of ‘Media Manipulation and Disinformation Online’

In Media Manipulation and Disinformation Online, Marwick and Lewis (2017) of the Data & Society Research Institute described the agents of media manipulation, their modus operandi, motivators, and how they’ve taken advantage of the vulnerability of online media. The researchers described the manipulators as right-wing extremists (RWE), also known as alt-right, who run the gamut from sexists (including male sexual conquest communities) to white nationalists to anti-immigration activists and even those who rebuke RWE identification but whose actions confer such classification. These manipulators rally behind a shared belief on online forums, blogs, podcasts, and social media through pranks or ruinous trolling anonymity, usurping participatory culture methods (networking, humor, mentorship) for harassment, and competitive cyber brigades that earn status by escalating bullying such as the sharing of a target’s private information.

Marwick and Lewis reported on how RWE groups have taken advantage of certain media tactics to gain viewers’ attention such as novelty and sensationalism, as well as their interactions with the public via social media, to manipulate it for their agenda. For instance, YouTube provides any individual with a portal and potential revenue to contribute to the media ecosystem. The researchers shared the example of the use of YouTube by conspiracy theorists, which can be used as fodder for extremist networks as conspiracies generally focus on loss of control of important ideals, health, and safety.

One tactic they’re using is to package their hate in a way that appeals to millennials. They use attention hacking to increase their status such as hate speech, which is later recanted as trickster trolling all the while gaining the media’s attention for further propagation

SHARED MODUS OPERANDI

Marwick and Lewis reported the following shared tactics various RWE groups use for online exploits:

  • Ambiguity of persona or ideology,
  • Baiting a single or community target’s emotions,
  • Bots for amplification of propaganda that appears legitimately from a real person,
  • “…Embeddedness in Internet culture… (p. 28),”
  • Exploitation of young male rebelliousness,
  • Hate speech and offensive language (under the guise of First Amendment protections),
  • Irony to cloak ideology and/or skewer intended targets,
  • Memes for stickiness of propaganda,
  • Mentorship in argumentation, marketing strategies, and subversive literature in their communities of interest,
  • Networked and agile groups,
  • “…Permanent warfare… (p.12)” call to action,
  • Pseudo scholarship to deceive readers,
  • “…Quasi moral arguments… (p. 7)”
  • Shocking images for filtering network membership,
  • “Trading stories up the chain… (p. 38)” from low-level news outlets to mainstream, and
  • Trolling others with asocial behavior.

teenagers in Veles, Macedonia who profited around 16K dollars per month via Google’s AdSense from Facebook post engagements

a long history of mistrust with mainstream media

If you’re a college instructor of communications or teach digital literacy as a librarian, see the corresponding syllabus for this article. It provides discussion questions and assignments for teaching students about media manipulation. To teach your students how to combat fake news online, see my post on Navigating Post-Truth Societies: Strategies, Resources, and Technologies.

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more on fake news in this iMS blog
http://blog.stcloudstate.edu/ims?s=fake+news

Orban Hungary populism

PODCAST – Dean Starkman: “We are looking at the Golden Age of Public Corruption”

PODCAST – Dean Starkman: “We are looking at the Golden Age of Public Corruption”

Разговор с американския журналист Дийн Старкман, който е един от редакторите на Paradise Papers и има над 20-годишен…

Posted by America for Bulgaria on Monday, May 7, 2018

Dean Starkman is a fellow at Center for Media, Data and Society and a visiting lecturer at the School of Public Policy at Central European University, Budapest. He and Ben Novak discuss the challenges facing public interest journalism, the transformation of journalism as whole, and where things are going from here.

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

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

engage with Dungeons and Dragons

Use Dungeons & Dragons to engage all students!

By Christopher Bugaj 3/14/2018 Assistive and adaptive technologies Gaming
https://www.iste.org/explore/articleDetail?articleid=2156
Beyond scripted shows, Twitch streams like Critical Role and Girls, Guts, Glory along with podcasts like Godsfall help make learning the game more accessible to newbies. Creators, artists, and celebrities, such as Vin Diesel, Joe Manganiello, Deborah Ann Woll, Patton Oswalt, Wil Wheaton, Chris Hardwick, Matthew Lillard, Anderson Cooper and Stephen Colbert, publicly attest to how playing Dungeons & Dragons fosters creativity.
The ISTE Standards for Students provide a guide for the end game. The objective is to help individuals learn how to take ownership of their learning, make positive contributions to society, and analyze and use resources effectively while working together to build innovative new solutions to problems. What was once thought of as the R’s (reading, writing, and ‘rithmetic) have grown to include the C’s of creativity, communication, collaboration, cooperation, contribution, critical thinking, computation, compromise, and community. These new C’s aren’t meant to be accidental, ancillary byproducts of educational practices but, instead, are the focus and intention of the design of instructional experiences. According to the Every Student Succeeds Act and the National Educational Technology Plan, the charge and expectation is that these skills are meant for the masses. Dungeons & Dragons provides a platform for students of varying abilities to practice all of these skills in a safe, enjoyable environment.

Spotify

“Spotify Saved Music. Can It Save Itself? – https://www.bloomberg.com/news/articles/2018-03-23/spotify-saved-music-can-it-save-itself” via Digg
Ek, 35, started Spotify in 2006 because he thought he could stamp out the piracy that had ravaged the music business. He was right.
More than 70 million people now pay Spotify an average of about $5 a month to access 35 million songs, plus playlists and podcasts. In private transactions, investors have valued the company at more than $20 billion.
There’s only one small flaw in the business model: Spotify doesn’t make any money. The service has reported higher losses in three consecutive years despite quadrupling sales. It’s hard to be profitable when music-rights holders collect more than 75¢ on every dollar that comes in.
 Pandora Media Inc.hasn’t been profitable in six years as a public company. Deezer SA, a European service once seen as a Spotify rival, called off an initial public offering in 2015. If you don’t remember Grooveshark, MOG, Songza, or Rdio, it’s because they shut down or were bought by larger companies. Meanwhile, the tech giants don’t mind losing money on music if it helps sell other stuff
Ek is optimistic. “The music industry today is quite inefficient when it comes to breaking artists, when it comes to promoting and marketing artists,” he said at the investor presentation. “There is a tremendous opportunity in connecting these 3 million artists we have today with these 160 million-plus users that we have.” The question now is whether investors think he can do that and how much profit he can wring out each time he does.

Innovation, Infrastructure, and Digital Learning

Notes from the webinar:
What is Digital Learning

 

 

 

Technology is a metaphor for change, it is also a metaphor for risk

technology is a means of uncertainly reduction that is made possible by the cause-effect relationship upon which the technology is based.

technology innovation creates a kind of uncertainty in the minds of potential adopters as well as represent an opportunity for reduced uncertainty.

The Diffusion of Innovations: https://en.wikipedia.org/wiki/Diffusion_of_innovations

https://web.stanford.edu/class/symbsys205/Diffusion%20of%20Innovations.htm

diffusion of innovations

 

technology is disruptive

  • issues and impacts | response
  • organizational practice and process |  denial, anger
  • individual behaviors and preferences | bargaining
  • visualization: can I see me/us doing that | depression, acceptance

as per https://www.amazon.com/Death-Dying-Doctors-Nurses-Families/dp/1476775540

The key campus tech issues are no longer about IT (in the past e.g.: MS versus Apple). IT is the “easy part” of technology on campus. The challenges: people, planning policy, programs, priorities, silos, egos, and IT entitlements

How do we make Digital Learning compelling and safe for the faculty? provide evidence of impact, support, recognition and reward for faculty; communicate about effectiveness of and need for IT resources.

technology is not capital cost, it is operational cost. reoccurring.

Visualization:

underlying issues; can i do this? why should i do this? evidence of benefit?

http://www.sonicfoundry.com/wp-content/uploads/2016/01/Green-PlusCaChange-EDUCAUSEReview-Sept2015.pdf

the more things change, the more things stay the same. new equilibrium.

change: from what did you do wrong to how do we do better. Use data as a resources, not as a weapon. there is a fear of trying, because there is no recognition or reward

Machiavelli: 1. concentrate your efforts 2. pick your issues carefully, know when to fight 3. know the history 4. build coalitions 5. set modest goals – and realistic 6. leverage the value of data (use it as resource not weapon) 7. anticipate personnel turnover 8. set deadlines for decisions

Colleagues,

We apologize for the short notice, but wanted to make you aware of the following opportunity: provide

From Ken Graetz at Winona State University:

As part of our Digital Faculty Fellows Program at WSU, Dr. Kenneth C. Green will be speaking this Thursday, March 22nd in Stark 103 Miller Auditorium from 11:30 to 12:30 on “Innovation, Infrastructure, and Digital Learning.” We will be streaming Casey’s talk using Skype Meeting Broadcast and you can join as a guest using the following link: Join the presentation. This will allow you to see and hear his presentation, as well as post moderated questions. By way of a teaser, here is a recent quote from Dr. Green’s blog, DigitalTweed, published by Inside Higher Ed:

“If trustees, presidents, provosts, deans, and department chairs really want to address the fear of trying and foster innovation in instruction, then they have to recognize that infrastructure fosters innovation.  And infrastructure, in the context of technology and instruction, involves more than just computer hardware, software, digital projectors in classrooms, learning management systems, and campus web sites. The technology is actually the easy part. The real challenges involve a commitment to research about the impact of innovation in instruction, and recognition and reward for those faculty who would like to pursue innovation in their instructional activities.”

Dr. Green is the founding director of The Campus Computing Project, the largest continuing study of the role of digital learning and information technology in American colleges and universities. Campus Computing is widely cited as a definitive source for data, information, and insight about IT planning and policy issues affecting higher education. Dr. Green also serves as the director, moderator, and co-producer of TO A DEGREE, the postsecondary success podcast of the Bill & Melinda Gates Foundation. He is the author or editor of some 20 books and published research reports and more than 100 articles and commentaries that have appeared in academic journals and professional publications. In 2002, Dr. Green received the first EDUCAUSE Award for Leadership in Public Policy and Practice. The EDUCAUSE award cites his work in creating The Campus Computing Project and recognizes his, “prominence in the arena of national and international technology agendas, and the linking of higher education to those agendas.”

Casey’s most recent TO A DEGREE podcasts are available now: Presidential Leadership in Challenging Times and Online’s Bottom Line.

Hope to see some of you online and please forward this invitation to anyone who might be interested.

Ken Graetz, PhD, Director of Teaching, Learning, and Technology Services, Winona State University, 507-429-3270

audio recording and editing

5 Audio Recording Tools Compared – 2018 Chart-13pizlw

Anchor.fm

vocaroo.com  (creates QR code to the recording session)

audacityteam.org

apple.com/mac/garageband/

twistedwave.com

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

http://blog.stcloudstate.edu/ims?s=audio+edit

http://blog.stcloudstate.edu/ims?s=podcast

 

professional development administrators and teachers

Dealing with a ‘Culture of Fear’—Administrators on PD in the Age of Blended Learning

By Mary Jo Madda (Columnist)     Mar 15, 2017

https://www.edsurge.com/news/2017-03-15-dealing-with-a-culture-of-fear-administrators-on-pd-in-the-age-of-blended-learning

Podcast available here: https://api.soundcloud.com/tracks/312471113/download?client_id=LBCcHmRB8XSStWL6wKH2HPACspQlXg2P

Who should deliver PD, the administrators or the teachers?

very important is for blended learning to not be a separate, compartmentalized aspect of learning at a school site.

With traditional PD, we’re bringing people in constantly and we’re taking them out of their classrooms. But I think one of the effective strategies for teachers is to actually bring them into classrooms, to see [blended learning] in action. It’s one thing to sit at a table and be given pedagogical practices and do the variety of things we normally do at a traditional PD.

In blended learning, we can move a lot of that more pedantic stuff to an online environment, and then the actual PD becomes collaborative.

one of the things that we might want to consider is the “fear factor” involved…. It’s overcoming fear and not overwhelming teachers, and that’s why delivering PD in a blended environment gives them that time to absorb, I think. I think that’s absolutely critical.

we recorded everything, had a webinar and put it on YouTube, so it was accessible for them afterwards.

I’d say along similar lines—stop introducing products or resources or tools out of context. So, if you say there’s a great new tool you may consider using and you just show the tool but there’s no context for it, I think it’s going to be difficult to get teachers to buy-in because it just seems like one more thing.

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more on PD in this IMS blog
http://blog.stcloudstate.edu/ims?s=professional+development

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.

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.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d124513010%26site%3dehost-live%26scope%3dsite

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

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