Having launched a pilot program of embedding librarians in faculty Blackboard courses, a team of university regional campus librarians reviewed their library services to faculty teaching online, off-campus, and traditional courses, and returned for Round 2. Just as the library services offered in this collaborative effort were taking off, conditions worsened. A storm of staff reductions, budget cuts, and administrative reorganization hit. Despite the climate of uncertainty and challenges, the embedded librarians persevered as they are convinced of the value of collaborating with faculty in Blackboard as active academic research consultants to further students' information literacy skills. Project Information Literacy's findings validate this strategic solution. Consequently, the embedded librarians assessed users and implemented sustaining practices to the program to maximize its impact. Moving in the right direction is essential and doable, no matter the difficulties.

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This paper aims to share the current state of embedded librarianship in learning management systems as reported by academic librarians. The paper highlights the best practices, as well as continuing questions, in the field of embedded librarianship. Design/methodology/approach The authors collected participant feedback in two active, participatory panel discussions at national conferences. The open forums were centered on three guiding themes of embedded librarianship: building connections with faculty and students; utilizing technology tools; and providing information literacy and assessment. Participants answered directed questions, and their responses were recorded and analyzed for this paper. Findings Librarians report an increasing demand for library services in learning management systems. Collaboration and partnerships across campus are required for successful embedded librarian projects. Technology tools continue to evolve and change, and most librarians can anticipate using multiple learning management systems over time. There is an ongoing need for professional development in online library instruction and assessment. Originality/value This paper provides a snapshot of the current state of embedded librarianship in learning management systems. It offers insights about what academic librarians value, what they have learned and what concerns they still have about library instruction in online environments.

The authors, who have each engaged in mentoring in higher education, surveyed academic librarians in 2017 on their mentoring experiences. Those findings are placed alongside best practices drawn from the literature to discover what motivates academic librarians to participate in mentoring and how it impacts them professionally and personally. Based on this evidence, the authors encourage colleagues to seek professional development through mentoring opportunities. “Sometimes our light goes out, but is blown again into instant flame by an encounter with another human being. Each of us owes the deepest thanks to those who have rekindled this inner light.” Dr. Albert Schweitzer

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