From Co-Location to Collaboration: Working Together to Improve Student Learning

Montgomery, Susan E.; Robertshaw, Suzanne D.

doi:10.1080/01639269.2015.1047728

Cited by 8 publications

(3 citation statements)

References 4 publications

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“…As libraries seek and establish partnerships with campus offices, groups, or programs, student success and retention improve (Gaha, Hinnefeld, and Pellegrino 2018;Grallo, Chalmers, and Baker 2012;Jackson, Hansen, and Fowler 2005;Soria, Fransen, and Nackerud 2014). Most frequently, the literature identifies campus partner collaborations between the library and the writing center (Brady et al 2009;Cooke and Bledsoe 2008;Escobar and Gauder 2015;Ferer 2012;Jackson 2017;Mahaffy 2008;Montgomery and Robertshaw 2015;Palomino and Gouveia 2011;Zauha 2014). This is a common partnership of two mutually compatible departments on campus.…”

Section: Campus Community Partnershipsmentioning

confidence: 99%

Role of Campus Community in Open Educational Resources: The Benefits of Building a Collaborative Relationship with Campus IT and Distance Education Departments

Walton¹

2020

Library Trends

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Campus partnerships are an increasingly common and dynamic entity on college campuses. To successfully achieve institutional goals, campus partners must collaborate and create communities of practice. Open educational resources (OER) is a rapidly growing area in higher education due to the increasing costs of attending college and increased student debt. By providing access to OER, colleges are supporting student success, increasing retention of students, and, most importantly, contributing to reducing students' higher education debt. OER initiatives often fall under the purview of the academic library. While the library is an excellent place to start an affordable learning initiative, identifying pertinent campus partners and forming communities of practice will improve awareness of OER and increase OER adoption. This study utilized a survey to identify levels of current awareness and adoption of OER among faculty at a master's comprehensive four-year public university in Pennsylvania. The goal was to provide a benchmark for assessing future progress. It also provided structure and a programming plan for a newly developed collaboration between the library, distance education, and Information Services & Technology. Survey results assisted the partnership in identifying ways to collaborate and implement strategies to increase awareness and adoption of OER on campus.

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Section: Campus Community Partnershipsmentioning

confidence: 99%

Role of Campus Community in Open Educational Resources: The Benefits of Building a Collaborative Relationship with Campus IT and Distance Education Departments

Walton¹

2020

Library Trends

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“…While there may be some collaborative redesign and instruction with assessment in the field, a literature search has not revealed an example. Montgomery and Robertshaw (2015) interviewed ten students about their research and writing process and support co-location, collaboration, and peer tutoring as a way to encourage more learning. They conclude with an observation about the problem of in-class instruction, noting it is not common to have upper-level course instructors request library/writing in-class instruction.…”

Section: Collaboration With Other Learning Support Servicesmentioning

confidence: 99%

Teaching research skills through embedded librarianship

Hoffman

Beatty

Feng

et al. 2017

RSR

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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’ needs but required more work by librarians to prepare content and to grade. Students indicated appreciation for repeated interactions with librarians and reported confidence to use the skills taught. Originality/value Embedding librarians throughout the course with a writing specialist, as well as involvement in grading, is novel – this may be the first example in the literature of “deep integration”. The concept of “embedded librarianship” can be enhanced by expanding librarian and other support roles in a course.

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“…Using ethnographic interviews with second-year students, librarians at Rollins College investigated the intersections between the recursive process of student research and writing. Extending beyond the co-location of service points, their findings led to the creation of a peer-to-peer RSR 45,1 research service (Montgomery and Robertshaw, 2015). The University of Denver's Penrose Library developed a Research Center, structured similarly to a writing center (Meyer et al, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%