Creating Opportunities: Embedded Librarians

ABSTRACT

Embedded librarianship focuses on the user and brings the library and the librarian to the user, wherever they are—office, laboratory, home, or even on their mobile device. This article provides an overview of the various ways libraries and librarians are embedding themselves into research and learning environs. Several roles are highlighted, including course-integrated instruction librarians as members of research teams, librarians collaborating with faculty in scholarly communication activities and librarians as partners in multidisciplinary, global, and virtual collaborations. Definitions of key terms precede the overview and provide context; consideration of the human resources side of the equation follows. Reflections on organizational structure conclude the article.     

Kill the One-Shot: Using a Collaborative Rubric to Liberate the Librarian–Instructor Partnership

Subject faculty sometimes limit information literacy when they ask a librarian for “the library talk.” On the librarian’s end, this unimaginative request translates into a traditional one-shot, often focused on point-and-click skills rather than building deeper competencies. The authors developed a collaboration rubric to liberate librarians from this deadlock. The rubric uses nine lenses to focus the librarian-instructor collaboration on relevant sub-categories that display various instruction modes. These lenses include assignment design, the timing of instruction, librarians’ visibility in virtual class spaces, and librarians’ involvement in assessment. The rubric also outlines levels of collaboration, from None to Minimal, Healthy, and Superlative.     

Embedded Library Services: From Cooperation to Collaboration to Enhance Student Learning in Asynchronous Online Course

The online environment presents a unique challenge to higher education. Shifting from the face- to-face format to online not only involves rethinking course design, but requires careful consideration of when and how to teach students, how to find and evaluate information needed to successfully complete coursework. One solution is faculty teaming with subject librarians to design and build in teachable moments. This case study discusses one such successful partnership from designing the course to choosing and embedding library resources and finally to the learning outcome of the online course.     

高职院校图书馆在线信息素质教育的调查与分析——以100所示范性高职院校为例

文章通过对国内100所示范性高职院校图书馆的OILI进行网络调查,分析了高职图书馆OILI开展的现状,指出了目前高职图书馆OILI中存在的各种问题,并提出了相应的建议。     

图书馆"在线信息素养课程"构建与实现

在广泛调研国内外高校图书馆在线信息素养教育内容和形式的基础上,分析了我国高校信息素质教育目前存在的一些问题,提出构建集成化、开放式的图书馆"在线信息素养课程"建议,并从教学内容的整体构架、教学模式、模块内容、学习效果测试和反馈方面展开探讨.     

信息素养教育的慕课化教学设计与实践

LIU Li-hua;LIU Jing;PENG Jun(Shanghai University of Medicine & Health Science,Shanghai 201318,China)     

Complex Questions,Evolving Answers

SUMMARY

Since 2001, librarians at Oregon State University's Valley Library have been working to build a “teaching library” supported by a clearly articulated instruction program. From the start, we believed that we needed to assess the teaching library's impact, not only to determine the success or failure of our efforts but also to demonstrate the need for intentional, proactive information literacy instruction on our campus. No single assessment tool or method proved adequate to effectively measure student learning happening both inside and outside the library. We describe our evolving, multi-pronged approach to measuring the impact of the library on student learning in the context of current assessment practices in academic libraries and higher education.     

我国高校图书馆在线信息素养教育资源调查及建设策略

以国内39所“985工程”高校图书馆为调查对象,通过网络调查法,从图书馆主页中的发布途径、开放程度、资源内容、表现形式和资源来源等方面,分析在线信息素养教育资源的建设情况,提出我国高校图书馆在线信息素养教育资源建设策略,包括纳入资源服务系统,实现一站式检索;借鉴MOOC的合作开放理念,实现资源共建共享;加强信息道德和法律内容的建设,注重特色资源建设;丰富教育资源的多样化表现形式;扩大馆外优质资源的收集与推荐等。     

If we built it,would they come? Creating instruction videos with promotion in mind

This article reports on a video project done in an academic library where faculty were included in the production and marketing of the library instruction videos. The videos allowed the librarian to provide a shorter presentation and spend most of her time working individually with each student. The results showed that 97% of the students watched the videos and were able to benefit from the content. The implementation of the videos was a success due to the collaboration of the professors teaching the three courses and the buy-in of the course coordinator; both factors were essential in the success of the video project.     

Integrating Information Literacy into Teacher Education: A Successful Grant Project

Information literacy has gained importance over the last few decades, not only among librarians, but also with higher education faculty. Information literacy instruction is important for all college-level students. However, it is essential for teacher education students who must not only be information literate themselves, but also be able to teach information literacy in their K-12 classrooms. This article describes the implementation and evolution of an information literacy instruction program for teacher education students at a large public Midwestern university.     

ABD or EdD? A Model of Library Training for Distance Doctoral Students

ABSTRACT

Libraries have been struggling for years to move beyond 1-shot library training. In spite of efforts in the last decade to promote information literacy for undergraduate and graduate students alike, libraries more often than not are still not reaching the goals articulated in the Association of College & Research Libraries's information literacy standards. The problems are compounded when institutions serve students who also happen to be taking part or all of their classes online or at field-based sites. The model for providing a library training program for students in the Doctor of Education (EdD) program in a distance program focuses on providing students with training that builds sequentially and developmentally at the points of need for students in the 1st year of classes and provides additional support for students once they have completed their course work. This multistepped approach is designed to help doctoral students throughout the doctoral process.     

图书馆员与学科教师合作实践——美国的经验与启示

通过考察美国大学信息素质教育历程，探讨其图书馆员与学科教师合作的形成和发展，并以两所大学为例，探讨合作理念和实践，期望对我国信息素质教育有所启迪与借鉴。     

Expanding the Learning Community

Summary

While educational partnerships between academic libraries and public schools have taken many forms throughout the later half of the century, a less common approach to building learning communities is coordinated outreach visits by academic librarians to secondary schools to provide active-learning, hands-on workshops that include remote access to the wide range of information technologies and electronic resources available in academic libraries today. This article reviews the concept and practice of learning communities, establishes a connection between learning communities and information literacy, and offers an outreach model that promotes information literacy and expands the academic learning community to college-bound high school students.