Embedded Librarians: Just-In-Time or Just-In-Case? A Research Study

Heathcock, Kristin

doi:10.1080/1533290x.2014.945877

Cited by 12 publications

(3 citation statements)

References 30 publications

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“…There are many examples in the literature on the successful embedding of librarians into academic coursework (e.g. Pati & Majhi, 2019;Brower, 2011), with benefits including: encouraging students to become lifelong learners (Bowles-Terry & Donovan, 2016); improved impact on IL skills compared to single instructional sessions (Tang & Tseng, 2017); better performance on student assignments (Heathcock, 2015); stronger relationships between students and librarians (Hoffman et al, 2017); and overall positive effects on student learning (Schulte, 2012). Moreover, embedded librarianship is not merely a phenomenon in university courses.…”

Section: Embedded and Single Session Instructionmentioning

confidence: 99%

A Text Analysis of Four Levels of Librarian Involvement and Impact on Students in an Inquiry-Based Learning Course

Stoeckle

Murphy²,

Lenart³

2022

Partnership

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Librarians at the University of Calgary collaborated with instructors on an inquiry-based learning course with varying involvement across four course sections. This study uses text analysis of student assignments to assess information literacy (IL) skill development across four levels of course participation: librarian as instructor-of-record, two levels of embeddedness, and a single ‘one-shot’ session. The methodology included the tracking of keywords generated using the ACRL Framework for Information Literacy and text analysis of student reflection assignments in an inquiry-based, research-focused first-year undergraduate course. The results suggest that the benefit to student IL skills is not related to amount of librarian instruction, but rather to the level of instructor buy-in with regard to library services and the importance of IL skills. We argue that the most impactful librarian involvement is as an IL course consultant rather than a full-time embedded librarian (which is surprising given the literature on the efficacy of embeddedness). Although further research is needed, the study results have significant implications for academic librarian instructional practices and collaborations on course content with faculty members.

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Section: Embedded and Single Session Instructionmentioning

confidence: 99%

A Text Analysis of Four Levels of Librarian Involvement and Impact on Students in an Inquiry-Based Learning Course

Stoeckle

Murphy²,

Lenart³

2022

Partnership

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“…16 Embedded librarianship is essentially a point of need service as noted by Becker 17 and Heathcock. 18 This service is provided by a librarian to users in a variety of selected settings. Through a survey with more than 50 responses from academic librarians at the City University of New York (CUNY), Almeida and Pollack have found that embedded librarianship is considered "outside of the geographic boundaries of the library" and that it includes "pedagogical partnerships."…”

Section: Literature Reviewmentioning

confidence: 99%

Closing the Transactional Distance in an Online Graduate Course through the Practice of Embedded Librarianship

Charles

DeFabiis

2021

CRL

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Using the practice of embedded librarianship, a professor from the Graduate School of Education and the Education Librarian at Rutgers, The State University of New Jersey collaborated to investigate its impact on the inherent transactional distance that exists in an online graduate course. Using Michael G. Moore's three relational distances existing in the online environment-"teacher-student," "student-student," "student-course content"-the authors added two areas-"instructor-librarian" and "student-librarian"-that can close the transactional distance in online courses. Through course activities, structure, and access to the embedded librarian and specific library resources, students had increased opportunities for engagement, thereby reducing transactional distance.

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“…Furthermore, Heathcock (2015) found that students who utilized an embedded librarian, as well as the materials provided by the librarian for instruction purposes, performed better on their library research assignments, suggesting that the embedded librarian was useful in addressing student information needs.…”

Section: Embedded Instructionmentioning

confidence: 99%

Academic librarian collaborations in inquiry based learning: A case study, reflections and strategies

et al. 2020

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Five academic librarians at the University of Calgary were invited to collaborate on an inquiry-based learning course. Each librarian represented different liaison responsibilities and expertise and was paired with a course section of primarily first-year students, an instructor, and a teaching assistant. The range of experiences among the librarians provided insights into issues of library partnerships, embedded librarianship, and information literacy instruction. Benefits of the collaboration included opportunities for instruction, positive student perceptions, skill building, and teaching innovations, while areas for further development included sustainability and role definition. Proposed areas of future growth include quantitative exploration of librarian involvement in inquiry- based learning.

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Embedded Librarians: Just-In-Time or Just-In-Case? A Research Study

Cited by 12 publications

References 30 publications

A Text Analysis of Four Levels of Librarian Involvement and Impact on Students in an Inquiry-Based Learning Course

A Text Analysis of Four Levels of Librarian Involvement and Impact on Students in an Inquiry-Based Learning Course

Closing the Transactional Distance in an Online Graduate Course through the Practice of Embedded Librarianship

Academic librarian collaborations in inquiry based learning: A case study, reflections and strategies

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