Assessment, Analytics, and Analysis: Demonstrating the Impact of LMS Embedded Librarians on Student Learning

Tumbleson, Beth E.; Burke, John J.; Long, Jessica

doi:10.1080/1533290x.2018.1499252

Cited by 8 publications

(6 citation statements)

References 10 publications

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“…Beth Tumbleson, John Burke, and Jessica Long state that this approach enables librarians to collect data either in person or remotely by administering the assessment as mandatory course content in a learning management system. 26 According to Dante Dixson and Frank Worrell, formative assessment is an informal activity conducted before or during instruction to obtain insights about students' existing knowledge and to improve teaching effectiveness by collecting feedback and designing curriculum based on the observations. 27 It also provides opportunities for students to become aware of the course content and learning goals.…”

Section: The Within-groups Pretest/posttest Designmentioning

confidence: 99%

Embedded Librarians and Scaffolding for Remote Learning

Miyaoka¹,

Toolsidass²,

Magee³

2023

portal

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Due to the COVID-19 pandemic, the librarians at the Brooklyn Campus of St. Joseph's College New York developed a new embedded librarianship model of instruction, incorporating scaffolded information literacy modules that could be delivered remotely. To measure the new model's efficacy, the researchers administered the 15-item First Year Experience (FYE) Library Literacy Scale to 118 students at the start of the semester as a pretest and again at the end of the semester as a posttest. Results indicated a significant improvement from pretest to posttest, as supported by a significant paired sample t-test, t(117) = -9.01, p < .001. Additional analysis revealed that this result was not influenced by course modality, gender of the student, or which librarian taught the class. The benefits of an embedded librarianship model compared to the traditional one-shot session are discussed.

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Section: The Within-groups Pretest/posttest Designmentioning

confidence: 99%

Embedded Librarians and Scaffolding for Remote Learning

Miyaoka¹,

Toolsidass²,

Magee³

2023

portal

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“…To keep online students engaged and provide equitable services and resources, it is crucial to assess their library and research needs. There are assessments of virtual library research tutorials showing that effective online research tutorials lead to better student success (Appelt & Pendell, 2010;Blummer, 2007;Lindsay et al, 2006;Lo & Dale, 2009;Sachs et al, 2013;Saunders, 2018;Weeks & Davis, 2017) and librarians working and embedding within the learning management system (LMS), which displays the vitality of libraries integrating with the university LMS (Henrich & Attebury, 2012;Horvat et al, 2015;Mafuna & Wadesango, 2012;Marineo & Shi, 2019;Tumbleson et al, 2019). Assessing the usability of asynchronous online learning objects is crucial to university libraries, and sometimes comes in the form of usability studies on library websites, e-resources, and research guides (LibGuides) (Fry & Rich, 2011;Mitchell & West, 2017;Pant, 2015;Sonsteby & DeJonghe, 2013;Swanson et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing Demographics and Needs of Online Students before and during the COVID-19 Pandemic: Lessons from Academic Libraries

Harlow

2022

Journal of Library & Information Services in Distance Learn

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Students are integral to all universities, and online students have long been a growing and important population within higher education. Understanding the shifts of demographics and needs of online students through a global pandemic is crucial for university administrators, instructors, and librarians. For this analysis, a librarian at a mid-sized, public university performed a mixed-method study with interviews and surveys to virtual students about their academic needs before and during the COVID-19 pandemic. This study found that online students continue to want versatile and diverse library tools and resources to advance their academic success to face world challenges.

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“…Hay una disposición constante del bibliotecario para llevar a cabo un trabajo colaborativo con ellos, sin importar el lugar donde se encuentren: el salón de clases, el laboratorio o su propio hogar (Freiburger, Martin [101][102][103][104][105][106][107][108][109][110][111][112][113][114][115][116][117][118] González Martínez y Jasso Peña y Nuñez, 2016). Entre sus rasgos principales destacan: el proporcionar y mantener una continua proximidad con profesores y alumnos; solicitar su participación como cotutor en los cursos regulares; conocer y adaptarse a la disciplina de las materias o investigaciones en donde vaya a trabajar; integrarse a grupos de investigación (Reale, 2015;Tumbleson, Burke y Long, 2018;Zanin-Yost, 2018).…”

Section: La Ecléctica Función Del Bibliotecario En El Learning Commonsunclassified

Learning Commons en bibliotecas universitarias

Martínez

Peña

2019

ICS

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El propósito de este artículo es hacer una revisión de la literatura sobre el término Learning Commons (LC) para bibliotecas universitarias, un modelo que ha pasado de una conceptualización meramente física (centrada en la transformación material de los espacios para facilitar el trabajo colaborativo y el confort), a un enfoque más académico y complejo, que contempla incluso la creación y operación de entornos virtuales, un perfil y trabajo del bibliotecario más orientado a lo académico, además de iniciativas pedagógicas de diversa índole. Así pues, se presenta una definición de este esquema bibliotecario acorde a las últimas tendencias existentes sobre el tema, enumerando sus atributos más importantes y, finalmente, se expone una breve nota sobre los retos que implica la puesta en marcha de un espacio con estas características.

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Assessment, Analytics, and Analysis: Demonstrating the Impact of LMS Embedded Librarians on Student Learning

Cited by 8 publications

References 10 publications

Embedded Librarians and Scaffolding for Remote Learning

Embedded Librarians and Scaffolding for Remote Learning

Assessing Demographics and Needs of Online Students before and during the COVID-19 Pandemic: Lessons from Academic Libraries

Learning Commons en bibliotecas universitarias

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