Importance of Library Instruction• Students at universities are required to do research papers, no matter the major. • English, World Civ./History, sometimes Science courses.• “Faculty-Librarian collaboration can be an elegant solution…to develop these academic skills.” (Hollister, 2008) • Skills which teachers find lacking in students, much to their frustration.• Increased use of the Internet does not mean increased information literacy. (Stowe, 2011) • Actually less.
Library Instruction Currently• Repeated constantly throughout course of study . • Usually 45-75 minute sessions, once or twice per class (Stowe, 2011, 85). • Faculty seems to prefer one session per class (Hollister, 2008) • Some would rather not even involve the library as it takes time away from instruction.• Partial coverage• Not mandatory • Faculty choice to implement (Hollister, 2008)• In one ear, out the other syndrome • Retention is minimal with one session. (Callison, 2001) • Course-relatedness does not convey necessity (Callison, 2001)
Ways to Implement Further Integration• Make part of curriculum classes that are mandatory at the university. (Callison, 2001) • Especially useful for required classes like World History (Hollister, 2008) and basic English classes.• Examples in successful practice • Long Island University and the Brooklyn Campus Library (Stowe, 2011) • Class-integration of library instruction for English classes • Albany Medical College (Geyer & Irish, 2008) • Web-based self-directed learning, building on past comprehension throughout
Ways to Implement Further Integration• Work with faculty to tailor classes for more in-depth learning of library resources. • Outside meetings with faculty to determine class needs and best ways to instruct • Learn faculty preferences and adjust accordingly • Creation of products like web guides customized with faculty. (Hollister, 2008) • Collaborate with teachers to best suit classes.• Example in successful practice • University at Buffalo (Hollister, 2008) • Librarian outreach to create a partnership • Adjusted each semester to suit needs of departments
Ways to Implement Further Integration• Create online tutorials to compliment classes or replace entirely (Gilbert et al, 2006) • Takes less time and money to do. • Also can be openly available and hold attention better. (Callison, 2001)• Example in successful practice • San Jose State University and the King Library (Gilbert et al., 2006) • Online tutorials to assist students
Ways to Implement Further Integration• Embed librarians “within a course, an academic department or college structure” (Jacobs, 2010). • Librarians assigned to work in tandem. • Offer office hours and appointments for one-on-one consultations with students and faculty. (Hollister, 2008)• Example in successful practice • University of Alabama (Keever & Raymond, 1976) • Personalized learning (4 units) and librarian/teacher instruction (7 sessions)
Benefits from Further Integration• Student results • Better understanding of resources, citations and plagiarism (Stowe, 2011) • More access to librarians and familiarity with reference services (Jacobs, 2010)• Library results • Better communication with faculty and students to help with assignments (Jacobs, 2010) • Better understanding of what is needed to be added to library’s collection (Jacobs, 2010)• Faculty results • Less frustration over students lacking research skills for papers (Hollister, 2008)
Sources• 1. Stowe, B. (2011). “I can’t find anything” Towards establishing a continuum in curriculum -integrated library instruction. Reference Services Review, 39(1), 81-97.• 2. Gilbert, L. M., Liu, M., Matoush, T, & Whitlatch J. B. (2006). Assessing Digital Reference and Online Instructional Services in an Integrated Public University Library. The Reference Librarian, 95/96, 149- 172.• 3. Jacobs, W. N. (2010). Embedded Librarianship is a Winning Proposition. Education Libraries, 33(2), 3-10.• 4. Keever, E. H. & Raymond J. C. (1976). Integrated Library Instruction on the University Campus: Experiment at the University of Alabama. The Journal of Academic Librarianship, 2(4), 185-187.• 5. Geyer, E. M. & Irish, D. E. (2008). Isolated to Integrated: An Evolving Medical Informatics Curriculum. Medical Reference Services Quarterly, 27(4), 451-461.• 6. Hollister, C. V. (2008). Meeting Them Where They Are: Library Instruction for Today’s Students in the World Civilizations Course. Public Service Quarterly, 4(1), 15-27.• 7. Callison, D. (2001). Integrated Instruction. School Library Media Activities Monthly, 17(5), 33-39.