Embedded librarianship: questions and answers from librarians in the trenches
| DOI | https://doi.org/10.1108/LHTN-11-2015-0078 |
| Date | 04 April 2016 |
| Pages | 8-11 |
| Published date | 04 April 2016 |
| Author | Cassandra Kvenild,Beth E. Tumbleson,John J. Burke,Kaijsa Calkins |
| Subject Matter | Library & information science,Librarianship/library management,Library technology,Library & information services |
Embedded librarianship: questions and answers
from librarians in the trenches
Cassandra Kvenild, Beth E. Tumbleson, John J. Burke and Kaijsa Calkins
Introduction
As learning management systems
(LMSs) have become widely adopted
in higher education, both for delivery
of distance learning courses and for
hybrid instruction on campus,
librarians increasingly utilize the
LMS to teach and interact with
students. This model of embedded
librarianship in the LMS continues to
evolve, and the authors wanted
to engage practitioners in a guided
conversation about how librarians
utilize the LMS to embed themselves
in courses. At the most recent meetings
of the Association of College and
Research Libraries (March 2015) and of
the Distance Libraries Conference
(April 2014), the authors posed
several discussion questions about
embedded librarianship within
learning management systems to large
audiences of librarians. These open
forums were an opportunity to learn
from librarians, whether experienced
or new to embedded librarianship.
The authors served as panelists and
provided structure, background and a
set of predetermined questions. The
discussion was structured around a
few guiding themes, including
building connections with faculty,
utilizing technology tools, providing
information literacy instruction and
assessing outcomes. The audience
provided insight, answers and still
more questions about embedded
librarianship. Their responses were
captured live with the hope that they
could be shared more broadly. This
article will provide a glimpse of the
authors’ perspectives on embedded
librarianship in LMSs, and it
will also outline what we learned
from librarians about embedded
librarianship in the current
instructional climate.
Connections and expectations
LMS-embedded librarians are
effective only when they connect with
students in the LMS, despite their
extensive training and experience in
information literacy. Understanding
that students do not think and act like
scholars in research goes a long way in
shaping outreach efforts in the LMS.
Knowing that students are likely
searching Google and Wikipedia first
goes with the job. Embedded librarians
can anticipate the usual array of
information barriers and issues students
will encounter, based on their work
with students in face-to-face one shots
and previous sections of online
classes. Yes, students appreciate the
convenience of links to library
databases and finding tools, as well as
embedded video tutorials next to their
LMS research assignments. Some may
wonder what research advantage there
is in looking at the posted offerings.
Students may value personal research
guidance, but they may not be receptive
until they know something about you.
They wonder who this stranger may be,
and how trustworthy this person is. One
does not bare one’s research missteps
until there is some level of confidence
or desperation.
How do you forge meaningful faculty -
student - librarian interactions in the
LMS?
LMS-embedded librarians report
success when they are proactive in
making connections with faculty and
students. They recommend inviting
teaching faculty to collaborate in their
LMS courses through a range of
marketing efforts each semester, both
in-person and electronically, both
individually and to groups. Those who
partner with LMS-embedded librarians
often extend the program by
word-of-mouth marketing with colleagues.
Once LMS-embedded librarians address
instructors’ information literacy priorities
and highlight the relevant databases and
digital collections, available library services
and technology equipment and offer
research strategies, consultations and digital
assets, teaching faculty may be won over
and become allies. Participants suggested
showing academic faculty a variety of
digital learning objects that could be used in
their course: video tutorials, LibGuides,
academic integrity interactive games and
citation managers for instance. This
approach allows professors to select the
information literacy learning outcomes and
support them. Librarians can also offer to
review a professor’s research assignments
and suggest redesign ideas that incorporate
the latest research tools and collections.
What does effective learning
management system communication
with students look like?
Students may have had limited
exposure to librarians, as school districts
continue to eliminate these positions.
Once again, it is imperative that
LMS-embedded librarians be proactive,
approachable, knowledgeable and
become trusted research companions. By
posting a picture, providing contact
information, embedding a chat widget,
creating an “Ask the Librarian”
discussion or embedding a personal
introductory video, it becomes easier for
students to share their research issues.
The embedded librarian might post
an announcement that is emailed to the
entire class roster with research tips
specific to the upcoming course
assignment. The librarian can also send
additional emails with timely research
techniques that are easy to scan, with
linked resources and tutorials that
anticipate typical research dilemmas.
This alleviates the need for students to
ask, preserving dignity, yet they benefit
LIBRARY HITECH NEWS Number 2 2016, pp. 8-11, © Emerald Group Publishing Limited, 0741-9058, DOI 10.1108/LHTN-11-2015-00788
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