Librarians' Roles in Evidence-Based Dentistry Education: A Review of Literature and a Survey in North America

This study describes the current roles of dental librarians in Evidence-based Dentistry (EBD) education including their perceptions of EBD and barriers to their involvement. A Web-based survey was distributed to the dental librarians in North America, with a 71% response rate. The results showed that the majority of dental librarians are playing multiple and diverse roles in EBD education. The most frequently cited barrier to their involvement is the low level of interest from the dental faculty/student/school. Most dental librarians felt competent in supporting EBD, although continuing education needs in both EBD and teaching skills were pointed out.     

Librarians' roles in evidence-based dentistry education: a review of literature and a survey in North America

This study describes the current roles of dental librarians in Evidence-based Dentistry (EBD) education including their perceptions of EBD and barriers to their involvement. A Web-based survey was distributed to the dental librarians in North America, with a 71% response rate. The results showed that the majority of dental librarians are playing multiple and diverse roles in EBD education. The most frequently cited barrier to their involvement is the low level of interest from the dental faculty/student/school. Most dental librarians felt competent in supporting EBD, although continuing education needs in both EBD and teaching skills were pointed out.     

Information literacy instruction in four Vietnamese university libraries

This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses.     

Building Alliances:

College librarians are convinced that using the library is an essential part of a college education, a conviction not necessarily shared by faculty. Integrating library research into courses can be especially difficult at community colleges where faculty have heavy course loads and the curricula are very practical. However, at Hudson Valley Community College, library skills are now part of the College Objectives as well as the English Composition syllabus. Library assignments occur in most general education courses and are the means for adding general education concepts to courses in technology, sciences, business, etc. The librarians have found that by building alliances with the faculty, they can take advantage of opportunities to build library skills into the curricula.     

Information literacy instruction in four Vietnamese university libraries

This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses.     

Connecting Students of the Present,Past, and Future: An Activist Approach to the Collection and Use of Student Documents in the University Archives

ABSTRACT

Student documents, including scrapbooks, diaries, and student organization records, are invaluable resources for the study of higher education, reform movements, and intellectual and social trends. Not only do they provide fodder for scholarship and classroom instruction, these materials serve the multi-faceted research needs of administrators, alumni, and the community. In order to document student experience fully, it is essential that archivists and librarians institute an innovative outreach program that underlines the importance of maintaining and utilizing student related documents, and in the process actively engages students, faculty, administrators, and alumni in the archives' program.     

Graduate student learning and the development of programmatic instruction: A mixed methods needs assessment

Librarians must develop a thorough understanding of the research needs of the communities they serve if they are to provide effective and transformative research and instructional services. A needs assessment is a methodology librarians can use to identify the needs of their community and develop programs of support that most effectively meet those needs. This mixed methods needs assessment study explores graduate student and faculty viewpoints to inform the development of programmatic instruction, research support services, and outreach practices. The multi-directional approach is critical for the identification of graduate student research skills needed for success within their academic programs and professional paths.     

The Impact of Professional Development on Library Faculty Attitudes,Practices, and Knowledge of Student Learning Assessment

In order to align with university-wide assessment initiatives and to promote a systematic approach to one-shot assessment within our library, a team of five librarians participated in a campus-wide professional development program about student learning assessment. We then implemented library-specific professional development about student learning assessment for one-shot instruction. We provide an overview of the professional development program and discuss our study that explored the impact of the program on librarians’ knowledge, skills, and attitudes about student learning assessment. Our findings indicate that faculty participants had a positive change in practice, knowledge, and attitude after participating in the professional development program.     

Essential Skills for Corporate and Special Librarians

Abstract

Library science programs must be responsive to the wide variety of workplace needs to ensure that graduating students are prepared with appropriate knowledge and skills regardless of where their career path brings them, and to do so they must understand the various needs and expectations of the field. Through a nationwide study of over 2,000 current professionals and LIS faculty, this study examines the knowledge, skills, and abilities identified as core for special and corporate librarians. The results help establish a baseline of skills for corporate and special librarians, which will be of interest to current and emerging professionals interested in a career in these settings and could have implications for LIS education.     

The education and training needs of health librarians - the generalist versus specialist dilemma

AIMS AND OBJECTIVES: The aims of the study were to examine whether and how librarians with a generalist background can transfer to roles demanding more expert knowledge in the health sector. The objectives were (i) to compare the education and training needs of health librarians with science degrees with the education and training needs of health librarians with arts and humanities degrees; (ii) to compare the education and training needs of librarians working in the National Health Service (NHS) sector with the education and training needs of librarians working for the health sector but within higher education. METHODS: Face-to-face interviews with 16 librarians, a convenience sample of librarians working in the Thames Valley NHS region. RESULTS: The main findings confirmed that structured continuing professional development (CPD) is required to meet the rapidly changing needs in the health sector. The emphasis ought to be on teaching skills, outreach work, marketing and promotion, research skills and methods, subject knowledge and terminology, and management skills. Library school curricula do not appear to meet the demands of medical library posts. A first degree in scientific subjects is advantageous in the early stages of a career but diminishes with continuing training and experience. There is no evidence of a significant difference in training needs and provision between the librarians in NHS posts as opposed to those in higher education (HE) posts. CONCLUSIONS: The conclusions suggest that library schools need to update their programmes to include teaching skills, advanced search skills, project management skills, research methods, with more practical exercises. Particular attention should be given to librarians with a first degree in non-scientific subjects in terms of time allocated for CPD, quality of training and access to reliable mentorship.     

Using Wikipedia to Teach Information Literacy

ABSTRACT

Today's college student often starts his research by using a search engine. Because of this, Wikipedia is increasingly becoming the go-to reference resource for the newest generation of students. However, many students do not know about the problems (e.g., vandalism) associated with this tool other than ambiguous warnings from librarians and faculty who say that it should not be used for research. Librarians and faculty should help remove the stigma associated with Wikipedia by embracing this Website and its imperfections as a way to make information literacy instruction valuable for the twenty-first-century student.     

Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning

ABSTRACT

The concept of embedded librarians is a way for academic librarians to be intentionally and strategically inserted in the learning and teaching process through a variety of initiatives. In a mid-size university, in order to better address the research and curricular needs of students and faculty members, librarians became more intentional about embedding themselves in academic departments and online courses. To assess the impact upon student learning, the librarians are working on a pilot project utilizing a variety of methods. This article describes the first phase of this assessment project, a survey of faculty teaching course in which faculty were embedded. Finally, information on next steps to assess the embedded librarian program using student surveys, focus groups, and interviews is presented.     

Motivating Law Students to Develop Competent Legal Research Skills

The results of a recent survey indicate that most law students do not consider learning legal research skills important. This article addresses ways in which academic law librarians can help counter negative attitudes toward legal research. The article also contains suggestions for helping motivate law students to develop competent legal research skills. The author encourages academic law librarians to assert their role in legal education by reevaluating legal research programs and, where appropriate, implementing positive change.     

Impact of embedded librarianship on undergraduate nursing students’ information skills

Background:One-shot library sessions have numerous drawbacks; most notably, they rarely have a long-term impact on students’ research behavior or skill sets. Library literature notes that when students interact with an embedded librarian, their skills improve. While close partnerships with subject faculty are important, librarians must also assess students’ skill sets to determine the impact of these teaching efforts.Case presentation:During the course, the embedded librarian used various activities and assignments to teach information-seeking skills, with the expected outcome of increased skill sets. This IRB-approved research project focused on measuring and assessing students’ information-seeking abilities before and after interacting with the embedded nursing librarian. Changes in students’ information fluency skills were measured using pre- and post-tests.Conclusions:The study results provide evidence of the benefits of the embedded librarianship model. Continued measurement of students’ skills acquisition is important to enable librarians and library administrators to show the positive impacts the library has on student learning and success.     

The NSF/NIH Effect: Surveying the Effect of Data Management Requirements on Faculty,Sponsored Programs,and Institutional Repositories

The scholarly communication landscape is rapidly changing and nowhere is this more evident than in the field of data management. Mandates by major funding agencies, further expanded by executive order and pending legislation in 2013, require many research grant applicants to provide data management plans for preserving and making their research data openly available. However, do faculty researchers have the requisite skill sets and are their institutions providing the necessary infrastructure to comply with these mandates? To answer these questions, three groups were surveyed in 2012: research and teaching faculty, sponsored programs office staff, and institutional repository librarians. Survey results indicate that while faculty desire to share their data, they often lack the skills to do this effectively. Similarly, while repository managers and sponsored programs offices often provide the necessary infrastructure and knowledge, these resources are not being promoted effectively to faculty. The study offers important insights about services academic libraries can provide to support faculty in their data management efforts: providing tools for sharing research data; assisting with describing, finding, or accessing research data; providing information on copyright and ownership issues associated with data sets; and assisting with writing data management plans.     

Building Trust to Relieve Graduate Student Research Anxiety

This paper outlines the case studies of two librarians who work closely with graduate students in fine arts programs. Realizing that graduate students can often experience a unique form of research anxiety, both librarians collaborated with faculty to embed themselves into the research methods courses of their programs. Both librarians found that the chance to work one-on-one with graduate students resulted in a reduction of their anxiety, an increase in information literacy skills, and a strengthened partnership between the librarians and the departments.     

Teaching Legal Research

ABSTRACT

Questions about the importance and viability of legal research and writing as a part of the law school curriculum are not novel. Confronting these questions head-on, however, is a responsibility that should be handled by law librarians. This article addresses the issue of teaching legal research in an academic law library setting. The reasons why the author has pursued an aggressive approach when dealing with legal research instruction are explored. The methods employed to carry out that legal research instruction mandate are examined. creased as legal research and writing are more and more frequently combined and taught by writing faculty.¹ At the same time, the research skills of law students are on a downward spiral. Howland and Lewis document this plunge in an informative survey.² Law librarian Donald Dunn substantiates this decline and attributes it, in part, to “the increased emphasis in law schools on legal writing,”³ in consequence of which, while “legal writing entered the expressway; legal research took the off-ramp.”⁴ Further, law librarians and legal research have even been pummeled by one of America's most popular authors.⁵ In this environment, it may seem unwise to continue to advance the argument that academic law librarians should teach legal research. Notwithstanding the obstacles that face such instruction, law librarians have an obligation to press forward in this important work.⁶ Legal writing instructors have not demonstrated that they have the expertise to provide this instruc-tion.⁷ Likewise, law faculty have demonstrated that they do not have the interest in tackling the task.⁸ Say two authorities on the subject: “Regular faculty members generally do not teach a research course, and when they do decide to teach one, the results are invariably disastrous. Most law faculty members cannot teach legal research because they do not understand it themselves. If compelled to teach the course, they rebel.”⁹ Perhaps it is time for law schools to cede the stewardship for legal research instruction to those information professionals who have been trained and are qualified to teach legal research instruction -law librarians.¹⁰ And it is time for any reticent law librarians to accept the obligation to take a more proactive approach toward teaching legal research.¹¹     

Librarian and faculty collaborative instruction: A phenomenological self-study

Several models of librarian and faculty collaboration are found in the professional librarian literature. The literature on collaborative self-study research in university settings suggests collaborative self-study research can improve interdisciplinary and collaborative approaches to teaching and research and facilitate the transfer of knowledge. A research librarian and professor of education conducted a phenomenological self-study to examine their multiple roles as researchers and instructors who collaborated to develop, implement, and evaluate distance-delivered instructional services for public school teachers who live and work in remote, rural, and Alaska Native communities throughout the state of Alaska. Several themes emerged from this phenomenological self-study: (a) our interdisciplinary and collaborative efforts resulted in increased opportunities to team teach and conduct future collaborative research; (b) we struggled to communicate effectively with our students via audio-conference; and (c) our beliefs and practices were transformed by our participation in this phenomenological self-study. We believe our collaborative approach to phenomenological self-study research can promote intense self-reflection, stimulate creativity, and facilitate open and honest communication between academic librarians and teaching faculty who engage in collaborative instruction and collaborative research; furthermore, we believe our collaborative approach to phenomenological self-study research can increase the instructional effectiveness of academic librarians and teaching faculty collaborating to teach in distance-delivered higher education.     

“Google Reigns Triumphant”?: Stemming the Tide of Googlitis via Collaborative,Situated Information Literacy Instruction

Googlitis, the overreliance on search engines for research and the resulting development of poor searching skills, is a recognized problem among today's students. Google is not an effective research tool because, in addition to encouraging keyword searching at the expense of more powerful subject searching, it only accesses the Surface Web and is driven by advertising. American higher education unwittingly fosters the use of search engines in research by emphasizing results rather than process. Academic librarians emulate teaching faculty in their reliance on lectures, and their course-related instruction is limited in its effectiveness because it is constrained to one-shot, lecture-driven sessions. A more effective way to teach research is to collaborate with faculty via problem-based and project-oriented learning tasks that incorporate authentic discipline-specific information finding and critical thinking into assignments.     

Value and Impact of Librarians’ Interventions on Student Skills Development

The research aimed to discover the perceived impact and to identify the value of four information skills teaching interventions within the curriculum in three faculties at the University of the West of England. Faculty and library staff interviews and student focus groups were used to gather evidence about the perceived impact of the interventions, to identify possible enhancements and to investigate the drivers and barriers to embedding information skills teaching within modules. Staff and students were positive about the structure, content, and administration of the library interventions and the impact of librarians on the success of the sessions. The overwhelming majority of comments relating to the perceived impact of library interventions (84%) were positive and none was negative. One fifth of the comments noted a perceived increase in confidence in searching for information. Improved searching behavior and development of new skills were reported. Where skills were assessed students were motivated to engage, particularly when marks were awarded. The librarian/faculty staff relationship and a desire to improve student engagement with library information skills teaching were key factors in driving the embedding and assessment of library interventions.