Welcome
What does it mean?
What does it mean? (Wordle edition)
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Guide Index Welcome DL @ HCC The Canned Librarian Going Live Embed Yourself |
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Not very well! A look at the numbers:
What had we been doing to support DL students and their library research needs?
Data from 2011 HCC Factbook
Library Instruction for Distance Learners? Are you kidding me?
These are all surmountable. Individually, or as a team/department.
You can add a widet or grab the embed code of a particluar box. And embed the code in a blog, CMS (e.g. Blackboard, Angel, etc), or other external site:
To get Embed code, click Edit --> Edit Box Info --> Box Link Embed Code tab
LibGuides box and widget embedded in MyHCC (Blackboard)
Screencasting (Lo-fi edition):
This library orientation is broken into segments that focus on different aspects of research using HCC Libraries resources. Feel free to watch them all or just the ones that interest you.
from hcc libraries on Vimeo.
Resources limited? Get creative.
Why go Live?
You can record it!
Lessons Learned
End User Req's for Adobe Connect
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Practical considerations:
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Why an embedded librarian?
What did that consist of?
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Interactions Between Librarian and Students |
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Type of Communication |
Description |
Intended Interactions |
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Library Questions Discussion Board |
Discussion board within the Blackboard LMS course environment. Checked weekly on Friday. |
Students post questions that are relevant for the entire class; answers are useful for all. |
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Course Messaging |
Internal course messaging (mail) system. The messages are accessible only when logged into the Blackboard LMS. |
Interactions
between students and librarian. Messages are more private or
personal in nature. Students send librarian messages with
questions that are very specific to their research paper or issues they
are having. |
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Instant Message/Chat |
Blackboard
Instant Message program. This is downloaded to a user’s computer
and runs independently of the Blackboard LMS. Students are invited
to download the widget at the beginning of each term. When they
log in, they see only members of their enrolled courses. |
Interactions
between students and librarians are synchronous and quick. The
librarian is available during the time she is in her office.
Messages are more private in nature, and often require an immediate
answer. |
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Email |
Students were provided with the librarian’s HCC email address and were encouraged to contact her for assistance and questions. |
Students were able to communicate directly with the librarian. Most communications were personal in nature. |
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Telephone |
Students
were provided with the librarian’s office telephone number and were
encouraged to contact her for assistance and questions. |
Students were able to communicate directly with the librarian. These communications were initiated by students. |
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Office visits |
Students were provided with the office location information for the librarian. |
Students were welcome to visit the librarian in her office. |
Association of College & Research Libraries. (2000). Information Literacy Competency Standards for Higher Education. Retrieved from
http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
Atlas,
M. C., Wallace, D. P., & Van Fleet, C. (2005). Library anxiety in
the electronic era, or why won't anybody talk to me anymore? Reference & User Services Quarterly, 44(4), 314-319.
Bartnik,
L., Farmer, K., Ireland, A., Murray, L., & Robinson, J. (2010). We
will be assimilated: Five experiences in embedded librarianship. Public Services Quarterly, 6(2-3), 150-164.
Bennett, E., & Simning, J. (2010). Embedded librarians and reference traffic: A quantitative analysis. Journal of Library Administration, 50(5/6), 443-457.
Bozeman, D., & Owens, R. (2008). Providing services to online students: Embedded librarians and access to resources. Mississippi Libraries, 72(3), 57-59.
Collard, S., & Tempelman-Kluit, N. (2006). The other way in: Goal-based library content through CMS. Internet Reference Services Quarterly, 11(4), 55-68.
Daly,
E. (2010). Embedding library resources into learning management
systems: A way to reach duke undergrads at their points of need. College & Research Libraries News, 71(4), 208-212.
Dewald,
N., Scholz-Crane, A., Booth, A., & Levine, C. (2000). Information
literacy at a distance: Instructional design issues. Journal of Academic Librarianship, 26(1), 33.
Dinwiddie, M. (2005). Looking for ways to provide online library services equal to on-campus. Distance Education Report, 9(18), 8-8.
Ferrer-Vinent, I. J., & Carello, C. A. (2008). Embedded library instruction in a first-year biology laboratory course. Science & Technology Libraries, 28(4), 325-351.
Figa,
E., Bone, T., & Macpherson, J. R. (2009). Faculty-librarian
collaboration for library services in the online classroom: Student
evaluation results and recommended practices for implementation. Journal of Library & Information Services in Distance Learning, 3(2), 67-102.
Hearn, M. R. (2005). Embedding a librarian in the classroom: An intensive information literacy model. Reference Services Review, 33(2), 219-227.
Hillsborough Community College. (2011f). HCC Factbook 2011. Retrieved from
http://www.hccfl.edu/media/503590/final%20facbook%202011%20november%2015.pdf
Jacobs, W. N. (2010). Embedded librarianship is a winning proposition. Education Libraries, 33(2), 3-10.
Kearley, J. P., & Phillips, L. (2004). Embedding library reference services in online courses. Internet Reference Services Quarterly, 9(1/2), 65-76.
Kesselman, M. A., & Watstein, S. B. (2009).Creating opportunities: Embedded librarians. Journal of Library Administration, 49(4), 383-400.
Lebowitz, G. (1997). Library services to distant students: An equity issue. The Journal of Academic Librarianship, 23, 303-308.
Lillard,
L. L., & Dinwiddie, M. (2004). If you build it, they will come, but
then what: A look at issues related to using online course software to
provide specialized reference services. Internet Reference Services Quarterly, 9(3/4), 135-145.
Markgraf, J. S. (2004). Librarian participation in the online classroom. Internet Reference Services Quarterly, 9(1/2), 5-19.
Moore, M. G. (1972). Learner autonomy: The second dimension of independent learning. Convergence, 5(2), 76-88.
Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-6.
Oakleaf,
Megan J. (2006). Assessing information literacy skills: A rubric
approach. Ph.D. dissertation, The University of North Carolina at
Chapel Hill, United States -- North Carolina. Retrieved March 19, 2012,
from Dissertations & Theses: Full Text. (Publication No. AAT
3207346).
Shank,
J. D., & Dewald, N. H. (2003).Establishing our presence in
courseware: Adding library services to the virtual classroom. Information Technology and Libraries, 22(1), 38-43.
York,
A. C., & Vance, J. M. (2009).Taking library instruction into the
online classroom: Best practices for embedded librarians. Journal of Library Administration, 49(1/2), 197-209.
U.S. Department of Education, National Center for Education Statistics. (2011).The Condition of Education 2011(NCES 2011-033), Table A-43-1 . http://nces.ed.gov/fastfacts/display.asp?id=80
The research question posed for this project was: How do students in a course with an embedded librarian perceive and utilize the librarian and library provided resources?
Pre-survey conducted first two weeks of classes (n=7) to determine student experience with library resources, library catalog, library databases, and internet.
Post-survey conducted last two weeks of course (n=14) to determine whether the embedded librarian increased students' awareness and use of the librarian and library provided resources.
Open-ended responses -
1. What resources did you use?
12 students identified library resources by name that were used in their course
4 students identified the librarian as a resource that was used
2. How did the embedded librarian impact your awareness and/or use of the library?
"It greatly impacted my use of the library by allowing me to feel more comfortable asking the librarian for assistance."
"If we had a problem finding something in our search for certain critical analysis of a story we may be writing about, she would point us in the right direction to help us find what we are looking for."
3. How would you improve the embedded librarian project?
Students recommended increasing the amount of communication from the librarian via email, including more demonstration videos for databases, and providing them with more information about the project (the embedded librarian project).
Data Tracking-
Monitored use of resources (LibGuide, Recorded orientation, and all communication means) - compared this with due dates of assignments. Found that the majority of use occurred during the planning, outlining, and writing stages of first essay and during the week that the final essay was due.
Instructor Interview-
Instructor indicated that the students' essays in courses with the embedded librarian were tremendously improved (compared with students in her online sections from previous terms without the embedded librarian).
