Compiled and annotated by Hui-Fen Chang and Beth Tumbleson.
Abrizah, A., I., Samaila, & Afiqah-Izzati, N. (2016). Systematic literature review informing LIS professionals on embedding librarianship roles. Journal of Academic Librarianship, 42(6), 636–643. doi:10.1016/j.acalib.2016.08.010
The authors presented a systematic literature review of LIS literature on the roles of embedded librarianship. Fifty-six articles were selected for review. A significant proportion of the literature reported embedded librarians’ experiences in distance and online learning, including offering access to electronic resources and virtual reference services, conducting online information literacy instruction, monitoring a discussion board, among other services. Embedded librarians also played an important role in information literacy instruction, in particular, the librarians’ partnership with academic departments to design writing assignments. Several papers reported academic librarians serving as collaborators with the academic faculty on research projects.
This paper offers an excellent reference list of selected articles on embedded librarianship. The various roles reported in this paper offer valuable insights to inform practicing academic librarians who are considering embedding practices. This paper also serves as an example of using a systemic literature review as a method in analyzing LIS literature, and thus is recommended to those who are interested in using the same method to conduct a literature review.
Becnel, Kim, M., Robin A., & Pope, Jon C. (2016). Powerful Partnerships: The worth of embedding masters level library science students in undergraduate classes. Journal of Education for Library & Information Science, 57(1), 31-42. doi:10.12783/issn.2328-2967/57/1/3
All three authors teach at Appalachian State University, NC and were involved in a teaching and learning LMS embedded librarianship project. Online library science graduate students, preparing to be school media specialists or public librarians, embedded in undergraduate composition classes in Moodle for six weeks. During that time, they provided reference and information literacy instruction to five students each. Composition undergraduates needed six to eight sources for an essay assignment, while the LIS students needed to build 2 bibliographic instruction tools and provide reference services. The LIS students gained real-world experience while the control group of graduate students relied on role play.
The ACRL Distance Learning Section (DLS) Membership and Communication committees are starting a “Member of the Month” initiative to highlight our diverse members. Here is our highlight on Sarah J. Hammill, Business and Online Learning Librarian at Florida International University.
If you are interested in being an ACRL DLS “Member of the Month/Week”, please fill out this brief nomination form.
Name: Sarah J. Hammill
How long have you been a DLS member?
Where do you work and what do you do there?
Florida International University. As the Business & Online Learning Librarian, I support students at a distance and faculty who teach online.
What is unique about your institution, and how does your work as a distance services librarian support the mission?
One goal in the strategic plan of FIU is to have 60% of its classes offered as hybrid or fully online in the next 5 years. As the online learning librarian, my role is to support the students and faculty in an online environment so I keep busy!
How do you bridge the distance with online learners? What’s one way you create community for your distance learners?
I try to bridge the distance with online learners but being approachable. In my information literacy online instruction sessions, I use interaction and humor as a way to keep the students interested and engaged.
When I do online instruction sessions, I begin each session by asking the students to share a resource they have found on their topic and then ask them where they found the information. From there, we begin discussing the pros and cons of the source of information. This leads to explaining other options for finding information and how to effectively develop a search.
Additionally, I use humor as a way to connect and create community. I am constantly recruiting students to become librarians by telling them it is the best job in the world. At the end of every online instruction session, I conduct a poll and ask, “Who wants to be a librarian?” I volunteer to be their mentor but if they decide librarianship is not for them, they can always reach out to me with questions about the library.
How do you recharge your knowledge of distance library services?
What’s something fun that you’re doing now (outside of your work as a distance librarian)?
What are you reading right now?
A Stone of Hope by Jim St. Germain