Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles

Abrizah, Abdullah; Inuwa, S.; Afiqah-Izzati, N.

doi:10.1016/j.acalib.2016.08.010

Cited by 29 publications

(16 citation statements)

References 51 publications

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“…The heavy time demand of embedded librarianship is often noted in the literature (Arp et al, 2006;Abrizah et al, 2016). Finding time for library instruction in the busy lab session schedule was equally challenging.…”

Section: Discussionmentioning

confidence: 99%

“…Arp et al, 2006;Brasley, 2008;Douglas & Rabinowitz, 2016). The practice of having an embedded librarian working in partnership with teaching faculty has gained traction with the rapid expansion of digital information resources (Abrizah et al, 2016). Reale (2015) defines an embedded librarian simply as one "situated within and among those whom one is serving" (p. 8).…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Rose-Wiles

Glenn

Stiskal

2017

The Journal of Academic Librarianship

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IntroductionThe purpose is to illustrate how a team of 3 faculty from different disciplines sought to increase select information literacy outcomes of first year biology students using Bernard J. Lonergan's cognitional theory, the Generalized Empirical Method (GEM). The majority of students entering college have little experience in finding, retrieving, understanding, evaluating, incorporating, and citing scholarly sources in their scientific research papers. One factor may be a lack of library instruction and research experience in high school (Head, 2013;Smith et al., 2013;Douglas & Rabinowitz, 2016). Even for those with prior instruction, transitioning from high school level assignments to college level research can be a formidable challenge (Bent, 2008;Warwick et al., 2009;Varlejs et al., 2014;Loesch, 2017). In addition, few students understand the system of scholarly publishing or the structure of scientific information (Badke, 2012). They do not grasp the relationship between articles, journals, and library databases or the difference between searching a scientific database and using search engines such as Google. In her seminal paper "Desperately Seeking Citations: Uncovering faculty assumptions about the undergraduate research", Leckie (1996) describes how undergraduates have only the vaguest ideas about the research and scholarly publication process; they conceptualize research as "a fuzzy, library-based activity that is required of them to complete their coursework" (p. 202-203). A follow-up report (Rose-Wiles & Hofmann, 2013) suggests that little has changed in almost three decades, and that dependence on databases and on-line articles, rather than searching in physical journals, makes the library-based research process even more confusing for naïve undergraduate students.Science is a research-driven discipline, and therefore students should possess the requisite search skills. They have heard of the scientific method, but seem to associate it solely with completing hands-on experiments or Eureka style discovery rather than with background reading, hypothesis formation and testing and finally communication of results. As Cervetti and Pearson (2012) note, students treat science texts as if they contained established truths, without understanding how facts are determined or thinking of science as way of answering questions. Furthermore, most first year science students do not know how 4 PREPRINT: Enhancing information literacy using Bernard Lonergan's Generalized Empirical Method to generate interesting research questions that would lead to the discovery of new information and contribute to their learning. Even within a science course, the students' laboratory experiences seldom go beyond replicating well-established observations, with minimal dialog when reporting the results.Students often lack an understanding of how a literature search contributes to an in-depth discussion of their laboratory results. Thus to succeed in college, students must transition from replication of data obtained in a highly ...

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Rose-Wiles

Glenn

Stiskal

2017

The Journal of Academic Librarianship

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“…The SLR was conducted using methods promulgated by the Center for Reviews and Disseminations ( 2009) but adapted to the particular needs of this review. Similar to Abrizah et al (2016), the SLR was adopted with little alteration in order to systematically eschew other irrelevant literature from the study. Only articles that are available in full-text were taken, since authors of the review (referred to as researchers) need to assess the authors' (of the published literature) assumptions, procedures, evidence and conclusions, rather than taking the authors' conclusions on faith.…”

Section: Methodsmentioning

confidence: 99%

Social media engagement in developing countries

Magoi

Aspura

Abrizah

2017

Information Development

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The progressiveness of social media in academic libraries is the gear to achieve the libraries’ objectives, particularly in term of facilities and services. In addition, academic librarians have been using social media as a key medium for marketing, communication, and collaboration. However, social media use in academic libraries, especially in developing countries, is not without controversy. Studies indicate that social networking by academic librarians is ineffective use of librarians’ time and effort. The usefulness of and the hindrances in social media engagement for academic libraries in developing countries have yet to be established. For this reason, this review aims to identify the boons and the banes of social media engagement for academic libraries in developing countries in two continents, Asia and Africa. A structured literature review was conducted using methods promulgated by the Center for Reviews and Disseminations but adapted to the particular needs of this review. Various online databases were used for the review. The keywords/phrases used for the search were: social media, web 2.0, social media engagement, academic libraries, and developing countries; and after a profound scrutiny, 50 articles were found useful for the review. The result shows that there is a continued increase of published literature on social media in academic libraries in the developing countries. A substantial amount of literature emphasises the benefits of social media usefulness in academic libraries under five major themes – marketing and promotion of library services; professional/self-development;, social interaction; media sharing; and communication. A few articles express the distress in implementing social media in academic library services. The usefulness of and the hindrances in social media engagement reported in the literature should inform practicing librarians contemplating implementation of social media and guide formal social media application in library services. More so, this study will shape Library and Information Science (LIS) researchers to scope out areas of needs for future research.

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“…Much literature is available about successfully embedding librarians into academic coursework (e.g., Abrizah et al, 2016;Brower, 2011;Pati & Majhi, 2019). A recurring issue for embedded librarians is that students often do not initially know what to make of a librarian presence in the classroom, and it takes time to establish a connection (Manus, 2009).…”

Section: Embedded Instructionmentioning

confidence: 99%

Academic librarian collaborations in inquiry based learning: A case study, reflections and strategies

et al. 2020

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Five academic librarians at the University of Calgary were invited to collaborate on an inquiry-based learning course. Each librarian represented different liaison responsibilities and expertise and was paired with a course section of primarily first-year students, an instructor, and a teaching assistant. The range of experiences among the librarians provided insights into issues of library partnerships, embedded librarianship, and information literacy instruction. Benefits of the collaboration included opportunities for instruction, positive student perceptions, skill building, and teaching innovations, while areas for further development included sustainability and role definition. Proposed areas of future growth include quantitative exploration of librarian involvement in inquiry- based learning.

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Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles

Cited by 29 publications

References 51 publications

Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Social media engagement in developing countries

Academic librarian collaborations in inquiry based learning: A case study, reflections and strategies

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