When Life Hands You Lemons: Overcoming Obstacles to Expand Services in an Embedded Librarian Program

Tumbleson, Beth E.; Burke, John J.

doi:10.1080/01930826.2010.489002

Cited by 31 publications

(15 citation statements)

References 3 publications

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“…Earlier studies evaluating the efforts of embedded librarians in online classes, and the perceptions of students in those classes, employed various combinations of online student surveys and faculty/librarian interviews (Figa, Bone, & Macpherson, 2009), online surveys of both students and faculty combined with informal discussions with librarians (Tumbleson & Burke, 2010), or online student surveys combined with discussion forum feedback and faculty interviews (Kumar et al, 2010). We chose to use a combination of online surveys and analysis of usage statistics gathered from the university's course management system (CMS).…”

Section: Methodsmentioning

confidence: 99%

Amazed, Appreciative, or Ambivalent? Student and Faculty Perceptions of Librarians Embedded in Online Courses

Meredith

Mussell

2014

Internet Reference Services Quarterly

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With the continuing trend toward university courses being offered online, there is corresponding need for academic librarians to support students in those digital spaces. We developed a sustainable model for embedding librarians to provide research support in online courses, and then investigated the impact we were having on student learning outcomes and what students and faculty think about our efforts. This paper outlines our model and presents survey feedback from students combined with user data from our course management system (CMS) to discuss how well we are doing and how this evidence can inform our embedded librarian service going forward.Keywords: academic libraries, embedded librarianship, information literacy, faculty-librarian collaboration, course management systemThe strong service ethic that underpins librarianship is exemplified by embedded library services. This direct, point-of-need support to researchers and instructors navigating information resources is an excellent example of how librarians bring their knowledge and expertise into increasingly digital learning spaces.The popularity of online education is partly due to the flexibility it provides students to participate in academic programs or courses regardless of geography or, to some degree, scheduling. However, the time shifted, often text-centric and solitary reality of post-secondary online education presents different challenges and opportunities for teaching and learning.Providing individual research support to distance students is more time consuming than supporting students in person. Given the time shifted nature of email interactions, the absence of nonverbal cues available when talking in person, and the need to write rather than talk, more time is spent in written correspondence with students than would be spent talking to them in person. In an effort to limit the number of individual research questions received by the small staff complement at Royal Roads University (RRU), the librarians developed a sustainable model of embedded librarianship that delivers timely library instruction to students in the midst of research-heavy courses. The purpose of this paper is to evaluate how well our model of embedded librarianship is being received by students and faculty, and to consider how we might improve that service. Literature ReviewThe concept of embedded librarianship has been applied to describe a spectrum of librarian engagement. Schulte (2012) rightly pointed out that the topic "can be somewhat difficult to define because of the wide range of approaches and interpretations presented in the literature" (p. 2). Dewey, (2008) credited with coining the phrase, "embedded librarianship" provided the most professionally proactive and far reaching description of embedded librarianship. She called on professionals to influence curriculum development, contribute to the development of physical and virtual campus spaces, play key roles in campus research, liaise with student governing bodies, and participate in campus governance. ...

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Section: Methodsmentioning

confidence: 99%

Amazed, Appreciative, or Ambivalent? Student and Faculty Perceptions of Librarians Embedded in Online Courses

Meredith

Mussell

2014

Internet Reference Services Quarterly

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“…Using an embedded librarian approach in professional development courses for faculty is one way by which to market library services to distance faculty and gain visibility across campus. Examples of faculty-librarian collaborations abound in the literature for face-to-face classes, and, increasingly, the concept of embedded or blended librarians have shaped how services are offered to online and distance students (Bell & Shank, 2007;Courtney & Wilhoite-Mathews, 2015;Landry-Hyde & Cantwell, 2013;Mune et al, 2015;Tumbleson & Burke, 2010;Easter et al, 2014). Still, marketing these services to faculty, and also teaching faculty how they can be implemented for a virtual classroom setting, can be a challenge.…”

Section: Literature Reviewmentioning

confidence: 99%

Don't Get Left Behind: Moving Library Instruction Online

Hillman

Sabourin

2016

Journal of Library & Information Services in Distance Learn

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With the growing number of online courses and programs across the higher education spectrum, the need to train faculty to effectively design and deliver online courses has become essential to many institutions. However, many professional development options do not include information or support in order to transition the same library services and resources faculty might use in their face-to-face classes to this new environment. The following case study describes professional development for faculty preparing to teach online at one small, private, doctoral-granting institution; how library resources and services were incorporated into the professional development experience; and the overall impressions from faculty who have participated. AbstractWith the growing number of online courses and programs across the higher education spectrum, the need to train faculty to effectively design and deliver online courses has become essential to many institutions. However, many professional development options do not include information or support in order to transition the same library services and resources faculty might use in their face-to-face classes to this new environment. The following case study describes professional development for faculty preparing to teach online at one small, private, doctoral-granting institution; how library resources and services were incorporated into the professional development experience; and the overall impressions from faculty who have participated.

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“…There is room for more embeddedness, although it is a challenge for one person to be everywhere, and the literature has indicated that "going it alone" is not the best approach (Tumbleson & Burke, 2010;York & Vance, 2008). The single person "super liaison" model we use to support all of the SPS departments has been beneficial in developing a physical sense of support, although there are limitations to working alone (Jaguszewski & Williams, 2013).…”

Section: Further Researchmentioning

confidence: 99%

Integrating Library Services Between Two Urban Institutions

Hartnett¹

2015

ULJ

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In 2006, an intra-institutional partnership was formed between the William and Anita Newman Library at Baruch College, City University of New York (CUNY) and the CUNY School of Professional Studies (SPS) for the provision of library services to the university's first entirely online degree program in the fall of 2006, the CUNY Online BA in Communication and Culture.Since 2006, SPS has grown exponentially. Currently, SPS offers 10 undergraduate degrees, including a BS in nursing and six masters' degrees, including MS degrees in urban studies, data analytics, and an MA in applied theatre.Integrating a new and growing school with its own unique practical and programmatic needs into an existing college library posed unique challenges and opportunities in an effort to provide the same suite of services to the externally based SPS distance community as those offered to traditional Baruch students and faculty.The experience of launching such services is examined through the lens of the current literature for the purposes of highlighting examples of lessons learned for the benefit to librarians currently supporting or considering support for an influx distance learners at their institutions. This paper describes the author's experiences as the library's liaison to the school in planning, launching, and providing highly used library services for this unique urban population while at the same time establishing a foundation for providing similar services for our home institution.

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When Life Hands You Lemons: Overcoming Obstacles to Expand Services in an Embedded Librarian Program

Cited by 31 publications

References 3 publications

Amazed, Appreciative, or Ambivalent? Student and Faculty Perceptions of Librarians Embedded in Online Courses

Amazed, Appreciative, or Ambivalent? Student and Faculty Perceptions of Librarians Embedded in Online Courses

Don't Get Left Behind: Moving Library Instruction Online

Integrating Library Services Between Two Urban Institutions

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