Embedded Librarianship Is Job One: Building on Instructional Synergies

A Faculty-Librarian Collaboration in the Undergraduate and Graduate Degree Project and Thesis Preparation Courses

“…22 However, the benefits of observing student research behavior and working closely with a faculty member improved the librarian's knowledge about architecture and architectural education, and ultimately resulted in a better perception of the library. 23 Circulation and interlibrary loan statistics more than doubled during the semester that the librarian co-taught. Circulation during the 2016-2017 academic year saw a 9% increase over the 2015-2016 academic year.…”

Data Information Literacy: Librarians, Data, and the Education of a New Generation of Researchers

“…For example, the ideas of "open source" and "open access" are assumed to be a strong component of the culture of practice of developers, which was largely supported in our literature review (Crowston, Annabi, & Howison, 2003;Halloran & Scherlis, 2003). However, despite an ethos and willingness to share code, many developers do not provide the documentation necessary for others to understand or make use of their code easily (Sojer & Henkel, 2010;von Krogh, Spaeth, & Haefliger, 2005). Furthermore, code comments or other descriptions are often absent, or do not reflect the intent of the coder sufficiently, making it difficult if not impossible to understand the decisions made in developing the code (Marcus & Menzies, 2010;Menzies & Di Stefano, 2003).…”

“…Embedded librarianship can be defined as the process of presenting information literacy content as a part of course curricula in ways that are directly relevant to student outcomes for the course (Schulte, 2012). Embedded librarianship is a particularly promising method for implementing information literacy instruction due to the presentation of information literacy competencies in an immediately relevant manner (Tumbleson & Burke, 2010). Given the project-based nature of the course, an embedded librarianship approach appeared to best integrate with the course design and content that already existed within the EPICS program.…”

One or Many? Assessing Different Delivery Timing for Information Resources Relevant to Assignments During the Semester. A Work-in-Progress

“…There is no single and most effective approach to providing library instruction and the use of a variety of instructional methods, reaching ever-widening audiences, and addressing everchanging needs, is preferred 2,3 . Stec 4 noted that the instructional method must become more in depth and extensive in relation to the number of information literacy objectives that need to be taught.…”

“…Those who do integrate into existing courses need to develop relationships with professors and prepare assignments, presentations, and curriculum in conjunction with the professor or class syllabus 5,11,[13][14][15] . Determining the appropriate point in the semester to present content is tricky 3 . Spreading information literacy content over multiple shorter sessions that is normally packaged into a one-shot session allows students to have more in depth exposure to both information literacy skills and relevant content for assignments, which in turn increases the likelihood that students will retain information literacy skills 11,14,16 .…”