2011Embedded Libraians and Faculty Collaborate


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  • Meeting the Research Needs of Students in an Online Environment
  • The objectives of today’s session include:THE MISSION of the embedded librarian pilot and recognizing addressing the problem of providing equitable information services to online students- THE PILOTTHE EMBEDDED LIBRARIAN EXPERIENCEPILOT SUCCESS & OUTCOMESNEXT STEPSTIPS FOR SUCCESSFUL COLLABORATIONSWRAP UP
  • Information Literacy ObjectivesWhat is information literacy?What does info lit mean to students?What is ACRL? ACRL learning outcomes for studentsPoint of Need ServicesWhat does this mean?Equitable servicesPersonal assistanceStakeholder SupportAACC (American Association of Community Colleges)Governing BoardCollege President
  • What does the mission mean to online students? How do they receive equitable services related to on-campus students?
  • What is ACRL? Origins of Info Lit? Importance of Info Lit?Association of College and Research Libraries – ACRL is the largest division of the American Library Association (ALA). ACRL currently has a membership of more than 12,000 membersDivision of ALAprofessional association of academic librariansDedicated enhancing the ability of academic library and information professionals to serve the information needs of the higher education communityACRL learning outcomes for students introducing information literacy objectives
  • In becoming a learning-centered organization dedicated to utilising and investing in innovative technologies to enhance learning, the Embedded Librarian initiative focuses on creating information literate students through collaborating with Distance Education faculty.Whyinformation literacy?The concept of Information Literacy may seem too broad and overwhelming. Why should students learn info lit? Because educators in higher education want to remove the obstacles to creativity which are usually caused by a lack of understanding of the research process. Educators only want to introduce students to those skills which will allow them to succeed in their future chosen paths.What does info lit mean to students?Information literacy is the solution to Data Smog. It allows students to cope by giving them the skills to know when they need information and where to locate it effectively and efficiently. Information literacy includes the technological skills needed to use the modern library as a gateway to information. Information Literacy enables students to analyze and evaluate the information we find.
  • Information Literacy is the set of skills needed to find, retrieve, analyze, and use information.The beginning of the 21st century has been called the Information Age because of the explosion of information output and information sources. It has become increasingly clear that students cannot learn everything they need to know in their field of study in a few years of college. Information literacy equips them with the critical skills necessary to become independent lifelong learners.http://www.ala.org/ala/mgrps/divs/acrl/issues/infolit/overview/intro/index.cfmers.he objectives of information literacy
  • Where were we in 2010?
  • Current situation (traditional service delivery)Students have a plethora of information at their fingertips, such as computer access to online articles and print resources in our collection.Students taking on-campus classeshave the opportunity to access a plethora of library resources
  • The campus librarians and PT staff guide students through what we call “the database jungle.“For several years the library has offered tailored, research training sessions and face to face help for on-campus students. This includes providing a hands-on experience for students - all done in collaboration with faculty and related to specific assignments.In collaboration with DE the library now provides the same services to online students who do not have the same on-campus access.
  • Point of Need ServicesWhat does this mean?Equitable servicesPersonal assistanceThe library website provides a culmination of information and resources that support the curriculum.One important question is: How do we help online students find the website?Librarians and staff collaborate with on-campus faculty to teach students how to access and use this portal of information.
  • This is a small sampling of the available electronic resources from the library portal. MCC’s library is replete with a selection of quality resources including scholarly e-journals and print journals, research databases, and other research tools.
  • Interesting quotes from the literature…
  • In terms of resources for online students, the infrastructure essentially exists: the library website with links to information AND a simple link to the Ask a Librarian email serviceWell--what is missing for online students? someone who can help guide them to specific resources that support course assignments someone who can teach them information literacy tools, which includes how to avoid plagiarismOnline students ask a couple of questions:How do I know which database to choose that is appropriate and supports my assignment? ANDWhen I search Google why does the EBSCO website ask for a payment to view an article?The students hit the invisible web wall at this point, which just means that the databases are on the Internet, but they are not accessible because they are proprietary. This is why guidance and help is needed from librarians and library staff.
  • Stakeholder SupportAACC (American Association of Community Colleges) – external stakeholder – interest in community college student success;Created a position library & learning resource program support http://www.aacc.nche.edu/About/Positions/Pages/ps02102005.aspx It stated that library resources and services should duplicate on-campus access to resources and services to ensure equality. Information literacy experiences should also duplicate those experiences in on-campus programs and students should have access to and contact with an information professional to ensure they think critically about the research process and information and access, select, evaluate and use resources and design services and activities appropriate to the curriculum.Governing Board – internal stakeholder with governance oversight of policy, instructional programs and other areas of the collegeSupport student access to information and understand the importance of providing duplicate services in the online environmentCollege President – internal stakeholder with a vested interest in student successApproved and drove the creation of the mission statement for all members of the college to contribute to a learning-centered institution
  • The Embedded Librarian (EL) Pilot:Buy in through collaborationEstablish the purpose of an EL in coursesExpected outcomes of the EL presence and partnershipParticipative process (all online faculty) for creating assignments related to the main paper incorporating IL objectives
  • Dr. Reigle was appointed by the dean of DE because of her background specialty in the socialization of online learners and previous experience with ELs ANDFaculty respected her as the driver of the pilot because of her experienceShe solicited ideas and questions from faculty, including them in the pilotShe helped the faculty to understand that the Embedded Librarian should act as a teaching assistant within a courseIn terms of communication – she sent an introduction email, solicited ideas for pre and post tests, gathered information for adjustments and changes; then the pilot was launched.
  • After several meetings with the dean, the Faculty Coordinator, and the director of student services in DE, we all agreed to the following strategy:Important to guide students through the information literacy process – this information maze - at their exact point or moment of needThe faculty coordinator initially created 5 EL assignments with the purpose of giving students a base knowledge of the information literacy objectives.For example, the EL assignments cover areas such as searching the OPAC/catalogue and databases for scholarly or popular articlesThe assignments relate directly to the argument essay assigned by online faculty There is a direct connection between what the online faculty assigns and the information the EL provides.
  • WHAT WERE THE EXPECTED OUTCOMES OF THE EL PRESENCE AND collaboration?The director of libraries and the Faculty Coordinator collaborated to develop outcomes which include continued collaboration withDE ANDtweaking the EL initiative as needed in order to better serve students in the online environmentStudents develop better papersThe partnership serves as a paradigm for creating relationships with on-campus facultyStudents improve info lit skillsStudents understand purposes of an academic library, and Know where to find research assistancefor any course
  • The EL Assignments are tied to each of the Information Literacy Objectives developed by ACRL
  • The purpose of the Pre and Post test is to gauge the information literacy level of students before the coursework, then to gauge the results of the presence of the EL in the course after the last assignment.The expected outcome is that students will test higher and gain the necessary skills to assist them throughout their college experience.In 2010 the first group of students scored an average of 58% on the Pre Test.Questions were asked, such as, “What is a database?” orWhich of the following describes a scholarly article?On the Post test the students averaged a 94%The questions on the post test ask students to demonstrate what they have learned during the semester, such as identifying correct MLA citations for articles and books
  • Throughout the course of the semester constant communication is an expectation.The forums in the Learning Management System (LMS) ANGEL are similar to discussion boardsStudents posted research-related questions such as these:Where do I find the OPAC/online public access catalogue? OROnce I get to the library website, what do I do next? ANDI don’t understand what I am doing on this assignment. How do I find what I am looking for?Communication forums were set up in the Learning Management System ANGEL so that open communication could occur between students and ElsStudents posted technology-related questions such as:I tried to get into the MasterFile Premier database but it didn’t accept my login credentials. Why?EL Responses in the Forum:Gave directions for correctly logging into the database and directed the student to contact the library if further assistance was needed.Cognizant of the course syllabus in terms of resources needed and timelinesGuided student through the library website maze leading them to reputable resources
  • Example of an real problem where the EL assists at the exact point of need =
  • We began 15 sections of ENG 101. Library activities are incorporated directly into specific and graded course assignments For example, during fall 2010 the argument paper was usedFaculty reinforce the importance of utilizing the resources in their communication with studentsThe ‘Ask the librarian’ Discussion Forums are integrated into the courses – used rather than email so all students benefit from the information.Students also have the opportunity to text, call, and email the ELs
  • Embedded Librarians' Experiencea. Diversity and geographic areas of embedded librariansb. Video clips of student feedbackc. Embedded librarians' comments to studentsd. Feedback from online instructorsDiversity and geographic areas of embedded librariansVideo clips of student feedbackEmbedded librarians' comments to studentsEmbedded librarians' comments to studentsFeedback from online instructors
  • Who are the ELs and Where are they located?They reside from the east coast to the west coast;They have ALA /American Library Association/ accredited Masters degrees;They are full time employees at other colleges and universities;They are accessible within a course to provide personal assistance to students.An embedded librarian can be located anywhere and still provide information literacy skills and guide students to reputable resources.Selected and hired using the same criteria as adjunct faculty; paid according to course load;Job description was designed by the Director of Libraries in collaboration with the DE Director of Student Services
  • These techniques were learned by going through the embedded librarian assignmentsThis is an example of “narrowing” a search in order to find the right resource for the assignment
  • it was nice to have another outlet to have questions answered“…I [hope] that other students take advantage of this fantastic idea…”
  • “… I didn’t realize how much this was truly needed…” “…my students tell me they found the activity helpful; they didn’t know the electronic library existed…”“…I am pleased it will be going into ENG 102 for the spring…”
  • Sustainability is determined by:Teamwork = gathering information from e-faculty; asking questions for clarification; informing them of ANY changes in the process so that when students ask faculty questions, they can adequately answer and also refer them to the assigned ELActive Participation = being truthful to students and e-faculty about a situation in need of clarification so that needs can be met Communication = the lack of communication creates dissention and mistrust in how students are assisted; important to share information to all stakeholders involved in serving students’ academic needs
  • The full-time librarians on the BHC and LHC campuses at MCC will each assist up to 5 sections per session. Expand EL initiative to EH 102 and other courses in the online environment
  • Continued Development of any aspect of the EL InitiativeConsistently assess student success rates measured by pre and post tests, papers, and other methodsModify EL assignments as needed
  • Students-Provide multiple ways for contacting ELs: email, texting, phone, synchronous chatInclude screenshots in instructional materialsResources-Develop FAQs from popular, consistent questions asked and update every semester
  • 2011Embedded Libraians and Faculty Collaborate

    3. 3. THE MISSION
    4. 4. The mission of Mohave Community College is to be a learning-centered college, serving all constituencies, inspiring excellence through innovative learning methodologies and empowering students to succeed.
    5. 5. Information Literacy Professional Association of Academic Librarians ACRLDedicated to Serving Higher Education Dedicated to improving Information Needs Learning, Teaching, and Research
    6. 6. Information LiteracyMCC as a learning-centered organization Why Information Literacy?What does Information Literacy mean to students?
    7. 7. What is Information Literacy? Find Retrieve Analyze Use
    9. 9. MCC LIBRARIES ComputersMCC LIBRARIES Media ServicesMCC LIBRARIES Journals
    10. 10. Campus-Based Librarian & StaffPersonalized F2F Assistance
    11. 11. Library Website Point of Access to Portal ofInformation Need Equitable Services Services Personal Assistance
    12. 12. Quality ResourcesNursing, Allied Health, & English Multidisciplinary Research Tools Medicine
    13. 13. Library-Centered Information Literacy • “…distance learning students need library resources just as much as traditional students…” • “…discerning quality information and resources on the Internet is not an innate skill…” • “…the closer the link between course assignments and library resources to help these assignments, the greater the likelihood that students will access library information…”
    14. 14. Point of Need Services Ask A Librarian Point of Need Personal ContactResources with library staff Research Portal What’s missing?
    15. 15. Stakeholder Support AACC MCC President Governing Board
    16. 16. THE PILOT
    17. 17. Buy In Through Collaboration Faculty EL Coordinator Specialty and expertise in the Worked with ELs in past positions & socialization of online was chosen to learners spearhead the pilot Included faculty in Clarified the role of Constant the decision- the ELs within communication making process ANGEL courses with online faculty
    18. 18. EL Initiative Strategy
    19. 19. Expected Outcomes of Collaboration
    20. 20. Learning Activities & Course Objectives
    21. 21. Pre and Post Test58% Average 94% Average
    22. 22. Communication via Forums
    23. 23. Communication via Forums I am having amazing luck with the searches on my topic! The only real problem I am now facing is that of which ones are appropriate. I have found so many results that relate to my topic, but I do not feel that they will actually support my stance in the essay. I have found severalStudent non-professional pieces, and there in lies the problem. The info in the non-professional articles and books are just that, non-professional. I feel to back my instance I need the expertise of the professional pieces. Due to this I tend to stick more to the scholarly journals, and books being written or in conjunction with licensed professionals! Youve got the right idea. There are lots of sources out there and you have to make a determination which are the best sources to use to support your argument paper -- thus, you must engage in EL research. For books, you can find out something about the author on the back cover of the book or Google him/her and find out something about them, their affiliations and credibility in their field or subject of study . For scholarly journals, you would want to use the EBSCO databases and click on peer reviewed journals and full-text so you can retrieve only those journals that are scholarly.
    24. 24. Target: English 101 Ask A LibraryLibrarian Activities Reinforcement of EL Initiative
    26. 26. Embedded Librarians in the Online Classroom Oakland, CA Bullhead City Online StudentColumbus, Ohio Dover, Arkansas Lake Havasu City
    27. 27. Variety of Online Services in Fall Semester 2010
    28. 28. Services in the Online Classroom Assisting Students with Library Basics Sample Question:“This may be a stupid question, but could you tell me what OPAC stands for and where I can find it?” The OPAC (Online Public Access Catalog) is the Library’s catalog. You can use it to search for materials that the Library owns. Go to mohave.edu/library and type in one or more keywords to find books on your topic.
    29. 29. Services in the Online Classroom Sample Question:“My teacher said I can’t use Google to research my topic. Where else can I find information?”You can find a great deal of trustworthy information through the Library’s online databases. Go to mohave.edu/library and thenclick on the “Library Online Databases” link. Click on the link for “Academic Search Premier” and then you can type in your keyword(s). If you click on the box next to “full text” on the left side of the screen, your results will only include full-text articles.
    30. 30. Services in the Online Classroom Throughout the Semester Students Learn:How to use the Library’s How to search the Library’s online databases in order to catalog to locate both find reputable articles from print and electronic legitimate journals and books. magazines. Skills that leadHow to evaluate How to brainstorm The importance for key words that up to research websites to of proper that is will help them finddetermine if the information the information that citations and focused, credible they need (and not the cost of and credited presented is just give up after one trustworthy. plagiarism. using MLA or two tries). format.
    31. 31. Resources that Specifically Help the Online StudentStudents who can’t visit MCC provides many In addition to calling oran MCC campus can sign emailing an Embedded ebooks that areup quickly for a “virtual” Librarian, students canlibrary card through our available through the now “Text-A-Librarian” webpage. OPAC. for help. MCC provides access to Librarians are working to many of the EBSCO develop additional databases and has recently instructional materials, added Gale Virtual Reference Library and such as LibGuides, Opposing Viewpoints in screencasts and video context. tutorials.
    32. 32. Helpful Links and Video Resources
    33. 33. Students are Actively Utilizing the Resources
    34. 34. Problems and Solutions Students need completion deadlines for the Library assignments The assignments are designed to lead the student through different researching skills. Since the assignments are Some students waited until based on having the the last week to finish all of The skills that student use their skills to their assignments at once, find information for their sometimes long after they they develop in final essay, it makes sense have researched theirfor the student to complete paper’s topic, and so they one lesson will the assignments did not benefit from lead to the next. throughout the class. building research skills.
    35. 35. Problems and Solutions Faculty need to assign grades to the EL assignments soon after each completion deadlines.When the teacher assigns a grade to the completed assignment it sends a message thatthe assignments are an important aspect of the course and should be taken seriously. Faculty need to read the students’ assignments and the Librarians’ responses before they assign a grade. If the teacher also provides a comment, the student benefits even more.If the teacher does not take the time to read the assignments and responses, then he/shehas no idea if the student actually completed the assignment correctly.If the student sees that he/she will receive full credit for each assignment, regardless ofhow well or poorly they did, then they will feel that there is no real reason to completethe assignment properly.We saw many shoddy assignments that we responded to in order to get the student onthe right track, only to realize that the students either never read our responses or didn’ttake them seriously.
    36. 36. Problems and Solutions The assignments need to be designed so that the student can’t progress to the next one before the teacher has had a chance to grade and/or comment on the previous one. Librarians sometimes need more than a one day We encountered a numberturnaround when responding of students who completedto students. Although we aimfor a quick response, we can’t multiple assignments in one always accommodate the sitting. timetable. The student has also wasted If they had problems with the his/her time completing concepts in one, and didn’t take assignments that do not time to read our suggestions improve their research skills about how to improve, then the and critical thinking abilities. time we put into our comments was wasted.
    37. 37. Issues to address The Librarian and What are theInstructor need to assignments’ point discuss: values? Who will design the Libraryassignments for the online class? Are they informal posts or gradedThe best design will come from a assignments? collaboration between the instructor and librarian. Does the instructor understandWho is expected to grade the EL the purpose behind each assignments? assignment?
    39. 39. Student Feedback “… it was nice to “…I [hope] that have another other students outlet to have take advantage questions of this fantastic answered…” idea…” “…having a librarian “…the available for embedded additional librarian was assistance is a very helpful…” great help!”
    40. 40. Online Faculty Feedback “… I didn’t realize how much this was truly needed…” “…my students tell me they found the activity helpful; they didn’t know the electronic library existed…” “…I am pleased it will be going into ENG 102 for the spring…”
    41. 41. What We Discovered Students were initially Since there was some Faculty supported the confused and confusion between the idea of involving an overwhelmed by the instructors, librarians Embedded assignments. The and students regarding Librarian, but many of assignments were the purpose of the them didn’t really generally seen as assignments, we needed understand how we unnecessarily hard to be sure that thecould help the students “busy work.” We faculty understood thatbecome critical thinkers needed to simplify the treating theand better researchers. instructions and be assignments seriously We had to do a better clearer about why the was the first step injob explaining how the assignments would getting the students to assignments would actually improve their take the research result in better essays. research. process more seriously.
    42. 42. Partnership ExperienceResident • Providing a conduit between the e-librarians and online faculty DE • Leading the collaborative assignment development process faculty • Developing the pre- and post- tests for assessmenthas been • Hosting training webinars for all participants • Ensuring that the collaboration is consistent and key continuous throughout the semester
    43. 43. NEXT STEPS
    44. 44. Distance Education Collaboration Teamwork Sustainability Active Communication Participation
    45. 45. ExpansionBroaden the reach • MCC’s resident campus librarians with Wendi Birkhead and Matthew Pierce as ELs,of the EL Initiative monitoring up to 5 courses per session. English 101 and 102 all online • 500 to 600 students for spring 2011 sections Include other • Psychology courses, both on • Humanitiesground and online: • Sociology
    46. 46. Expansion Continued Consistent ModificationsDevelopment Assessment
    47. 47. Tips for Successful CollaborationsStudents Resources Faculty• Provide • Develop FAQs • Communicate about how instructional the EL Initiative will be materials: research • Describe introduced to students • Write a brief welcome guides, web services statement for students links, videos • Provide contact explaining role & purpose in the course• Communication information • Communicate weekly• Explain purpose of • Explain how to with faculty to ensure a ‘personal ‘same-page-ness’ librarian’ & obtain library • Include faculty on all• How to access EL cards email communication with students assignments
    48. 48. Wrap Up CONTACT US @ Mohave Community CollegeClaudia Timmann, Wendi Matthew Pierce,Director of Library Birkhead, Campus Campus Librarian & Services Librarian & Embedded Librarian Embedded Librarian ctimmann@mohave.edu wbirkhead@mohave.edu mpierce@mohave.edu