A LibGuides presence in a Blackboard environment

Abstract

Purpose-This paper aims to describe current approaches to and assess the value of placing course-level research guides generated through LibGuides software into Blackboard learning management system (LMS) shells. It also aims to describe the specific technique of such placement in Blackboard Vista and Blackboard Learn shells. Design/methodology/approach-A link to a library assignment made with LibGuides was embedded as a button in the left-side navigation bar of the Blackboard shell for an undergraduate communications course. A total of 57 student users responded to a survey on their perceptions of this method of accessing library resources. Findings-The paper reveals that students broadly value access to library resources from a convenient and persistently visible link within their course shell. They demonstrate a strong inclination to use the embedded library resource link first before using other information sources on the open internet. Practical implications-The study supports the placement of library research guides in a persistently visible position in LMS course shells and presents specific instructions on doing so. Further, this process requires and promotes coordination among librarians, instructors, and information technology staff. Originality/value-The paper fills a gap in the current practice and theory of the placement of library research guides in course-level LMSs. It provides empirical research results on the strong effectiveness of persistently visible embedded links to these guides with a student user survey. The paper also describes the practical procedure for combining the dominant instructional technology programs of LibGuides and both Blackboard Vista and Blackboard Learn.

Embedded Library Services: Beyond Chance Encounters for Students from Low SES Backgrounds

“…Fisher and Heaney (2011, 41) suggest that "inside" library support is critical for students who are at risk of dropping out. Embedded librarians are in a better position to assist students to appreciate the standards that are expected of them; mentor them into the discourse of research and information literacy; model effective processes of academic thinking and information evaluation in the context of their discipline (Fisher and Heaney 2011); and, provide point-of-need services to students (Bowen 2012). As insiders, librarians are seen by students as part of the teaching team.…”

Embedding Guides Where Students Learn: Do Design Choices and Librarian Behavior Make a Difference?

“…(Head & Eisenberg, 2010) Bowen's study also confirmed that students who used a library guide accessed from within the LMS found the guide useful for finding resources. (Bowen, 2012) This demonstrates that embedding library guides in the LMS is an effective way to assist students with information tasks that research shows are most challenging to them.…”

“…In 2012 studies, for instance, two separate research teams surveyed users and/or non-users of library guides. (Bowen, 2012;Leeder, Lonn, & Hollar, 2012) In both studies, however, the guides themselves were only delivered to sub-sets of the university. The study reported in this article is unique in that it explores usage of guides delivered to all courses within a university's LMS.…”

Long Nav or Short Nav?: Student Responses to Two Different Navigational Interface Designs in LibGuides Version 2

“…Mahaffy (2012) reported the results of two focus group conversations on how students used guides and what they would like to see on them. Bowen (2012) presents the first published instructions documenting how to embed a LibGuide into the BlackBoard learning management system (LMS), paired with a student evaluation of accessing their guide via BlackBoard. Murphy and Black (2013) follow up with their own study of student response to library guides in their LMS.…”