Creating a Role for Embedded Librarians Within an Active Learning Environment
https://www.mendeley.com/catalogue/561a2f7b-b7a8-395f-90c5-8855b830b939/
In 2013, the librarians at a small academic health sciences library reevaluated their mission, vision, and strategic plan to expand their roles. The school was transitioning to a new pedagogical culture and a new building designed to emphasize interprofessional education and active learning methodologies. Subsequent efforts to implement the new strategic plan resulted in the librarians joining curriculum committees and other institutional initiatives, such as an Active Learning Task Force, and participating in faculty development workshops. This participation has increased visibility and led to new roles and opportunities for librarians.
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Reflections on an Embedded Librarianship Approach: The Challenge of Developing Disciplinary Expertise in a New Subject Area
https://www.mendeley.com/catalogue/805a60fc-08d5-383f-9ddc-4cac92262650/
https://core.ac.uk/download/pdf/212696811.pdf
Embedded librarianship has emerged as a user-centred approach to academic library services, requiring an in-depth understanding of the education and research priorities of students and staff. User-centred approaches require the development of disciplinary expertise and engagement with the research culture of a particular subject area. This paper details the author’s experiences in situating his practice within the discipline of pharmacy and discusses some of the challenges around the scale and sustainability of such specialised support. Regardless of the extent to which a librarian is ‘embedded’, they must see themselves as learners, too, as they develop their understanding of the disciplines they support through an ongoing process of experiencing, reflecting, conceptualising and testing in their practice.
definition:
Embedded librarianship differs from traditional librarian roles in its focus on working in partnership with clients, rather than simply providing a support service (Carlson & Kneale, 2011).
In this sense, embedded librarianship is user-centred rather than library-centred and requires the librarian to develop a holistic understanding of the environment in which their client groups operate.
most training materials followed a one-size-fits-all approach, where students would be taken from locating background information and textbook chapters all the way to searching for primary evidence in a bibliographic database within the same hour. Most sessions ran over time and were overloaded with content. In some instances, students complained that they had already covered this content in their previous year.
While information literacy as a construct is valued by librarians, the term’s use remains
largely restricted to the library and information science (LIS) field and might even be labelled
undiscovered country for academics (McGuinness, 2006, p. 580). Academics often consider
IL instruction as a service provided by the library and do not see librarians as partners, nor
do they see the value in integrating course-specific IL training (Derakhshan & Singh, 2010).
a spectrum of embeddedness with 5 levels (2008, p. 442), from ‘entry level’, where the librarian might collaborate on assignment development and deliver a standalone IL session, to ‘co-teaching’, where the librarian co-teaches and develops discipline-specific course materials, lectures, assessment designs and grading in collaboration with academic staff. Their findings suggest that student performance is positively related to the level of librarian involvement
phenomenographic interview methodology, where the librarian is positioned as a ‘curricular
consultant’
My note (sarcastic): whoa, what a novelty; it is repeated for two decades at SCSU, but “hot water still not invented” and the ATT still does not have neither a faculty, nor ID, but the only Ph.D. in ID just got laid off.
Hallam, Thomas and Beach illustrate that the library is not singularly responsible for developing information and digital literacies, and therefore, a collaborative approach involving a range of stakeholders including academic staff, learning designers, educational technologists and others is required
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more on embedded librarianship in this IMS blog
https://blog.stcloudstate.edu/ims?s=embedded+librarian
Abrizah, A., Inuwa, S., & Afiqah-Izzati, N. (2016). Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles.
Journal of Academic Librarianship,
42(6), 636–643.
https://doi.org/10.1016/j.acalib.2016.08.010
identifies and documents embedding librarianship roles as reported in the Library and Information Science (LIS) literature.
Findings The roles of embedded librarians were identified, especially in the context of service delivery, all of which reported to be applied to academic libraries. Information literacy instruction, research and other scholarly activities, distance and online learning as well as embedding in classrooms, were described as ways of ensuring successful embedding librarianship. Implications The roles reported in the literature should inform practicing librarians contemplating embedding practices, guide formal embedded librarianship programs, and encourage other librarians to consider new skills in support of embedding roles.
p. 637 The idea behind EL model is to demonstrate librarians’ expertise asinformation specialists and to apply this expertise in ways that willhave a direct and deep impact on the research, teaching or otherworks being done (Carlson & Kneale, 2011).Carlson and Kneale(2011)pointed out that as librarians seek to redefine themselves, themodel of EL is generating interest as an effectual way of applying theknowledge and skills of librarians towards the information challengesof the digital age.
Faculty collaboration with the embedded librarian is the core of em-bedded information literacy instruction. Faculty-librarian relationshipbuilding is of great significance because the two must work closely to-gether over an extended period of time, it is essential that librarianschoose their partnership carefully. Several librarians stress the need towork only in partnerships where there is trust and mutual respect(Carncross, 2013). Librarians build these relationships in differentways, while collaborative relationship can be built in numerous ways,it is essential that bothparties have common goals and know the impor-tance of developing information literacy skills in their students. The most significant collaboration are from campuses in which librarian and university administrators have made information literacy a priority on campus, and have provided librarians and faculty with the time re-quired to make the collaboration successful (Cramer, 2013).
The embedded librarian is focused on course goals and learning objectives outside of the library and across the curriculum
The review designates that EL in courses, classrooms and depart-ments see librarians conducting the following specific tasks: teach stu-dents how to be savvy searchers using computer and laptops (Boyer,2015); collaborate where librarian and faculty member teach eachother, exchanging favors, and the librarian selecting useful resourcesfor the faculty (Ivey, 2003); take part in meetings to promote librarian’spresence and establish communication with the students, researchersand faculty (Jacobs, 2010); provide access to course-related library re-sources, in-class instruction sessions, library instructional handouts, in-formation on referencing style, library Webinar information as well asteach note-taking (Bezet, 2013).
The review shows that academic libraries that engage their distancelearning communities through an embedded librarian as online co-instructors to deliver technological applications such as instant messag-ing, e-mail, and wikis. This EL model facilitates direct interaction be-tween students and librarians regardless of physical proximity.Edwards and Black (2012)andEdwards et al. (2010)evaluated the pro-gram of embedded librarians in an online graduate educational technol-ogy course and found that students were helped with their onlineassignments.
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more on embedded librarianship in this IMS blog
https://blog.stcloudstate.edu/ims?s=embedded
Bibliographical data analysis with Zotero and nVivo
Bibliographic Analysis for Graduate Students, EDAD 518, Fri/Sat, May 15/16, 2020
This session will not be about qualitative research (QR) only, but rather about a modern 21st century approach toward the analysis of your literature review in Chapter 2.
However, the computational approach toward qualitative research is not much different than computational approach for your quantitative research; you need to be versed in each of them, thus familiarity with nVivo for qualitative research and with SPSS for quantitative research should be pursued by any doctoral student.
Qualitative Research
Here a short presentation on the basics:
https://blog.stcloudstate.edu/ims/2019/03/25/qualitative-analysis-basics/
Further, if you wish to expand your knowledge, on qualitative research (QR) in this IMS blog:
https://blog.stcloudstate.edu/ims?s=qualitative+research
Workshop on computational practices for QR:
https://blog.stcloudstate.edu/ims/2017/04/01/qualitative-method-research/
Here is a library instruction session for your course
https://blog.stcloudstate.edu/ims/2020/01/24/digital-literacy-edad-828/
Once you complete the overview of the resources above, please make sure you have Zotero working on your computer; we will be reviewing the Zotero features before we move to nVivo.
Here materials on Zotero collected in the IMS blog:
https://blog.stcloudstate.edu/ims?s=zotero
Of those materials, you might want to cover at least:
https://youtu.be/ktLPpGeP9ic
Familiarity with Zotero is a prerequisite for successful work with nVivo, so please if you are already working with Zotero, try to expand your knowledge using the materials above.
nVivo
https://blog.stcloudstate.edu/ims/2017/01/11/nvivo-shareware/
Please use this link to install nVivo on your computer. Even if we were not in a quarantine and you would have been able to use the licensed nVivo software on campus, for convenience (working on your dissertation from home), most probably, you would have used the shareware. Shareware is fully functional on your computer for 14 days, so calculate the time you will be using it and mind the date of installation and your consequent work.
For the purpose of this workshop, please install nVivo on your computer early morning on Saturday, May 16, so we can work together on nVivo during the day and you can continue using the software for the next two weeks.
Please familiarize yourself with the two articles assigned in the EDAD 815 D2L course content “Practice Research Articles“ :
Brosky, D. (2011). Micropolitics in the School: Teacher Leaders’ Use of Political Skill and Influence Tactics. International Journal of Educational Leadership Preparation, 6(1). https://eric.ed.gov/?id=EJ972880
Tooms, A. K., Kretovics, M. A., & Smialek, C. A. (2007). Principals’ perceptions of politics. International Journal of Leadership in Education, 10(1), 89–100. https://doi.org/10.1080/13603120600950901
It is very important to be familiar with the articles when we start working with nVivo.
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How to use Zotero
https://blog.stcloudstate.edu/ims/2020/01/27/zotero-workshop/
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How to use nVivo for bibliographic analysis
The following guideline is based on this document:
https://www.projectguru.in/bibliographical-data-nvivo/
whereas the snapshots are replaced with snapshots from nVivol, version 12, which we will be using in our course and for our dissertations.
Concept of bibliographic data
Bibliographic Data is an organized collection of references to publish in literature that includes journals, magazine articles, newspaper articles, conference proceedings, reports, government and legal publications. The bibliographical data is important for writing the literature review of a research. This data is usually saved and organized in databases like Mendeley or Endnote. Nvivo provides the option to import bibliographical data from these databases directly. One can import End Note library or Mendeley library into Nvivo. Similar to interview transcripts, one can represent and analyze bibliographical data using Nvivo. To start with bibliographical data representation, this article previews the processing of literature review in Nvivo.
Importing bibliographical data
Bibliographic Data is imported using Mendeley, Endnote and other such databases or applications that are supported with Nvivo. Bibliographical data here refers to material in the form of articles, journals or conference proceedings. Common factors among all of these data are the author’s name and year of publication. Therefore, Nvivo helps to import and arrange these data with their titles as author’s name and year of publication. The process of importing bibliographical data is presented in the figures below.
select the appropriate data from external folder
Coding strategies for literature review
Coding is a process of identifying important parts or patterns in the sources and organizing them in theme node. Sources in case of literature review include material in the form of PDF. That means literature review in Nvivo requires grouping of information from PDF files in the forms of theme nodes. Nodes directly do not create content for literature review, they present ideas simply to help in framing a literature review. Nodes can be created on the basis of theme of the study, results of the study, major findings of the study or any other important information of the study. After creating nodes, code the information of each of the articles into its respective codes.
Nvivo allows coding the articles for preparing a literature review. Articles have tremendous amount of text and information in the forms of graphs, more importantly, articles are in the format of PDF. Since Nvivo does not allow editing PDF files, apply manual coding in case of literature review. There are two strategies of coding articles in Nvivo.
- Code the text of PDF files into a new Node.
- Code the text of PDF file into an existing Node. The procedure of manual coding in literature review is similar to interview transcripts.
The Case Nodes of articles are created as per the author name or year of the publication.
For example: Create a case node with the name of that author and attach all articles in case of multiple articles of same Author in a row with different information. For instance in figure below, five articles of same author’s name, i.e., Mr. Toppings have been selected together to group in a case Node. Prepare case nodes like this then effortlessly search information based on different author’s opinion for writing empirical review in the literature.
Nvivo questions for literature review
Apart from the coding on themes, evidences, authors or opinions in different articles, run different queries based on the aim of the study. Nvivo contains different types of search tools that helps to find information in and across different articles. With the purpose of literature review, this article presents a brief overview of word frequency search, text search, and coding query in Nvivo.
Word frequency
Word frequency in Nvivo allows searching for different words in the articles. In case of literature review, use word frequency to search for a word. This will help to find what different author has stated about the word in the article. Run word frequency on all types of sources and limit the number of words which are not useful to write the literature.
For example, run the command of word frequency with the limit of 100 most frequent words . This will help in assessing if any of these words remotely provide any new information for the literature (figure below).
and
and
Text search
Text search is more elaborative tool then word frequency search in Nvivo. It allows Nvivo to search for a particular phrase or expression in the articles. Also, Nvivo gives the opportunity to make a node out of text search if a particular word, phrase or expression is found useful for literature.
For example: conduct a text search query to find a word “Scaffolding” in the articles. In this case Nvivo will provide all the words, phrases and expression slightly related to this word across all the articles (Figure 8 & 9). The difference between test search and word frequency lies in generating texts, sentences and phrases in the latter related to the queried word.
Coding query
Apart from text search and word frequency search Nvivo also provides the option of coding query. Coding query helps in literature review to know the intersection between two Nodes. As mentioned previously, nodes contains the information from the articles. Furthermore it is also possible that two nodes contain similar set of information. Therefore, coding query helps to condense this information in the form of two way table which represents the intersection between selected nodes.
For example, in below figure, researcher have search the intersection between three nodes namely, academics, psychological and social on the basis of three attributes namely qantitative, qualitative and mixed research. This coding theory is performed to know which of the selected themes nodes have all types of attributes. Like, Coding Matrix in figure below shows that academic have all three types of attributes that is research (quantitative, qualitative and mixed). Where psychological has only two types of attributes research (quantitative and mixed).
In this way, Coding query helps researchers to generate intersection between two or more theme nodes. This also simplifies the pattern of qualitative data to write literature.
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Please do not hesitate to contact me with questions, suggestions before, during or after our workshop and about ANY questions and suggestions you may have about your Chapter 2 and, particularly about your literature review:
Plamen Miltenoff, Ph.D., MLIS
Professor | 320-308-3072 | pmiltenoff@stcloudstate.edu | http://web.stcloudstate.edu/pmiltenoff/faculty/ | schedule a meeting: https://doodle.com/digitalliteracy | Zoom, Google Hangouts, Skype, FaceTalk, Whatsapp, WeChat, Facebook Messenger are only some of the platforms I can desktopshare with you; if you have your preferable platform, I can meet you also at your preference.
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more on nVIvo in this IMS blog
https://blog.stcloudstate.edu/ims?s=nvivo
more on Zotero in this IMS blog
https://blog.stcloudstate.edu/ims?s=zotero
Will ‘Publish or Perish’ Become ‘Clicks or Canned’? The Rise of Academic Social Networks
https://www.edsurge.com/news/2017-08-01-will-publish-or-perish-become-clicks-or-canned-the-rise-of-academic-social-networks
Scholars want peers to find—and cite—their research, and these days that increasingly happens on social media. The old adage ‘publish or perish’ could soon go digital as ‘clicks or canned.’
Several platforms have emerged over the past decade, offering researchers the chance to share their work and connect with other scholars. But some of those services have a bad rap from academics who say commercial sites lack the integrity of institutional repositories run by traditional universities. (Among the most widely-villified are ResearchGate and Academia.edu, which is evident by griping on social media and elsewhere.)
a 2015 paper comparing services and tools offered by various academic social networks, says researchers must weigh the benefits and drawbacks of each. “They can be great tools to advance your research, especially social research,” she says. “But just like with Facebook or any other social network, we need to be aware of potential issues we might have with copyright or privacy.”
Academia.edu is the largest of the academic social networks.
Berlin-based ResearchGate
Created as a reference-management tool to help users organize their research, Mendeley also includes a number of social-networking features.
Scholabrate. The service claims to provide a more Facebook-esque, visual experience for academics seeking to network with others in their field.
Similar to Mendeley, Zotero functions primarily as a research tool, allowing users to collect, save, cite and share materials from a wide range of sources. The site also maintains a significant community of academics who can connect through groups and forums, or through their search engine.
