Embedded Librarians: Supporting Student Research

This paper explores the multitude of ways in which embedded librarianship can be implemented. Although the paper is primarily targeted to academic librarians in higher education settings, the literature examined and the ideas presented can support secondary and college level inter-disciplinary teaching initiatives. The ideas presented are sourced from scholarly journal articles, monographs, and best practices implemented by the author. Attention is given to programs where Information Literacy is infused into a school's General Education curriculum. Academic librarian pedagogy, outreach, and networking strategies are also highlighted. The author is especially interested in projects that address student academic success after an embedded program is put into effect. Non-traditional embedded endeavors are especially of interest; programs where academic librarians embed themselves with high schools to support college preparation and readiness are discussed. [ABSTRACT FROM AUTHOR]

2019

A growing trend at colleges and universities is academic librarians co-teaching alongside content faculty. Co-teaching librarians are often referred to as embedded librarians. This paper uses research-based evidence to support the claim that embedded academic librarians in college and university courses are beneficial and that embedded librarianship programs should be promoted at colleges and universities as a means to attain institutional effectiveness. A three-step action plan is suggested to identify how academic librarians can promote and market embedded librarianship programs.

Public Services Quarterly, 2010

Online students in a graduate educational technology course were provided with online library instruction and support to help them access library resources and successfully use online research databases. Students viewed online videos, used online resources and interacted with librarians on the discussion forum. Log data from the Learning Management System were analyzed for students’ access and use of resources and participation in discussions. The analysis indicated that students were more likely to access and use library resources that assisted them with specific course assignments. Library instruction resources about accessing databases or different types of publications were not used as much as those that helped students with citations or annotated bibliographies. As more universities offer online programs, and as larger numbers of students enroll in online courses, it is important to find ways to embed information literacy instruction within online course curriculum to support off-campus students.

ABSTRACT Although this annotated bibliography is primarily targeted to library science professionals in an academic setting, the literature examined can very easily support secondary and college level general education teaching initiatives. The majority of the literature examined in the list comes from journal articles. The author focused primarily on actual case studies that take place in an undergraduate academic setting. Attention was paid to community colleges and schools where there are students in need of remediation. The author was also interested in seeking out literature that addressed the needs of student academic success after an embedded program was implemented. Non-traditional embedded endeavors were especially of interest; programs where academic librarians embedded themselves with high schools to support college preparation and readiness were also desired. The author highlights articles that support student success, remediation, and collaborative partnerships with subject faculty that are ongoing.

Reference Services Review, 2017

Purpose This pilot aims to study a way of integrating research and writing support into a university course along with content. Research and writing skills are not taught explicitly in most university courses, yet these skills are increasingly required both in and outside of the classroom. Design/methodology/approach An embedded, collaborative instructional team comprising the instructor, librarians and writing specialists re-designed a first-year inquiry-based learning course, incorporating research and writing instruction throughout, formative and summative assessments and a flipped classroom model. At the end of the course, each member of the team reflected on their collaborative and individual experiences. The team also surveyed students to gauge their perceptions of the research and writing sessions. Findings The team learned from this experience and noted a large, but rewarding, time commitment. The flipped classroom model allowed the tailoring of instruction to students’ need...

The authors, a sociology professor and a librarian, draw attention to the relatively limited contribution of librarians to the field of engaged scholarship (ES), which they demonstrate through a review of relevant literature. They contend that the limited contribution of librarians is not the outcome of librarians being consciously excluded from ES projects by faculty. It is their point of view that ongoing exclusion of librarians reflects a lack of awareness among faculty regarding a recent shift in library science referred to as embedded librarianship (EL). Using examples from the EL literature primarily about undergraduate research experiences, the authors identify a viable role for librarians in ES, particularly in instances where enhancing the “information literacy” of students, research assistants, or community members is a learning or research priority. This reflective essay provides readers an opportunity to reflect on how—when and where appropriate—librarians might contribute to ES.

Reference Services Review, 2014

The library is a crucial component of contemporary higher education. However, when it comes to mission critical solutions to the pressing problems, such as student retention, securing external funding for research, and the general push for student-centeredness, it is difficult to assess (i.e., quantify) the library’s contribution. One potential solution to this problem for library leadership is to join a growing trend to embed librarians, and measure resulting student success. While many people are actively developing models of how librarians can embed themselves throughout colleges and universities, the focus here will be on a neglected topic: embedding librarians into undergraduate research opportunities. On balance, this does not position the library to solve all of the difficulties that contemporary colleges and universities face; however, the authors contend it is a start that will meaningfully marry a growing trend in libraries (i.e., embedded librarianship) with the growing need in higher education for enhanced studentcenteredness (e.g., through the expansion and improvement of undergraduate research opportunities offered by faculty). By knitting together faculty, students, and librarians in this way, librarians can directly contribute to student retention, help secure external funding for research, and aid the general push toward increased student-centeredness.

Case Studies and Frameworks

This chapter reports on one academic library’s experiences with expanding instructional services by adding synchronous library instruction to better serve its online students and faculty located across the globe. Web conferencing software allows librarians to provide interactive, high-touch library instruction for online students equivalent to the experience of students in traditional face-to-face courses. While providing this real-time instruction on library resources and research skills, librarians are embedding themselves in online programs, becoming more readily accessible to online and distance students. By meeting the changing needs of academic library users wherever they are, librarians are reaffirming their integral role and relevance as partners in the educational endeavor.

2010

Today's academic library provides resources that users can access both physically in the library and virtually from academic offices. This increasing availability of online access means that information resources are no longer confined within library walls and librarians need to rethink how their constituents' information needs are being met. Embedding librarians in academic departments and programs is one way to expand library services within this new information landscape. This article describes the background and process for embedding librarians and provides case studies from three librarians who successfully embedded themselves in academic departments.

As librarians, we want to believe that we impact information-seeking behaviors of students and instill a desire to continue learning. While many institutions collect student feedback from students taking library instructional classes, there is not always a clear indicator of the role librarians have in shaping information-seeking behaviors. With the growing number of embedded librarians, there is a growing need to assess how information-seeking behaviors are changing. These teaching opportunities and atypical model for library instruction may potentially have a different impact on student research behavior over time. Therefore, this paper proposes a methodology to begin assessing how undergraduate students perceive their information-seeking behavior development.