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“Embedded Librarianship: a Model for the Future.” Video presentation to Libraries, Information, Books: Interdisciplinary Research and Practice in the 21st Century. Symposium, Krakow Poland, June 7, 2010 Embedded librarianship presentation to

Education Technology

1 Libraries, Information, Books: Interdisciplinary Research and Practice in the 21st Century Krakow, Poland Embedded Librarianship: a Model for the Future Presented by Mary Talley June 7, 2010

Models of Embedded Librarianship Mary Talley and David Shumaker Co-Principal Researchers Special Libraries Association Research Grant, 2007 -2009 Research Report 2009 Follow-on Analysis, 2010 © Mary Talley, 2010 2

Models of Embedded Librarianship © Mary Talley, 2010 3 Research Goals Definecriteria of “embeddedness” Identifysuccessful programs Describepractices of model programs Developrecommendations

Defining Embedded Librarianship © Mary Talley, 2010 4 One organization’s embedded librarian is another’s informationist... ,[object Object]

Defining Embedded Librarianship © Mary Talley, 2010 6 Research Survey Definition Do you provide specialized services to any single customer group within your organization?

Defining Embedded Librarianship:A New Vision Customer Centric notLibrary Centric Defined Groups not Entire Population In Their workplace not Our Workplace Specialists not Generalists Team Members not Service Providers In Context not Out of Context Analysis and Synthesis not simply Delivery Trusted Advice notService Delivery © Mary Talley, 2010 7

Defining Embedded Librarianship It’s ALL about Relationships Relevance Results 8 © Mary Talley, 2010

WHY EMBEDDED LIBRARIANSHIP? Traditional Library Services Model Is In Decline © Mary Talley, 2010 9

WHY EMBEDDED LIBRARIANSHIP? The embedded model offers a way forward to: Improve“the quality of information, the efficiency of dissemination, and level of analysis which IPs uniquely provide” Reinforce “emphasis on relevance, access and timeliness vs. the packaging and format of distribution” “[R]eframethe skill sets of IPs in terms of better end-products and bottom-line results” -- SLA Alignment Project © Mary Talley, 2010 10

Why EMBEDDED LIBRARIANSHIP? What Can it do for YOU ? © Mary Talley, 2010 11

Why EMBEDDED LIBRARIANSHIP? Embedded Librarians Have More FUN © Mary Talley, 2010 12

MLIS professors focused on health library education are continually faced with challenge of preparing their students for personal and social media technology use for entering an ever more sophisticated professional workforce. The objective of this paper is to describe identified barriers and the instructional strategies to overcome them in order to facilitate technological agility for the MLIS students taking a health librarianship course (LS534) at the University of Alabama School of Library and Information Studies (UA SLIS) between 2007 and 2012. "Technological agility" pertains to the capability of students to easily and invisibly ("without thinking about it") deploy networked personal and social technologies after course instruction on those technologies. Since 2007, students enrolled the LS 534 Health Librarianship course at UA SLIS have received course instruction pertaining to the required adoption and use of networked personal and social technologies interwoven into the context of the pedagogical goals and various assignments of the course. Additionally, each student was required to compose an informal two page description of their impressions of the use of these technologies. This paper will report on the types of required networked personal and social technologies required for the course and how they changed during the period of the study (2007-2012). Additionally, results of a content analysis of the student impressions assignment over the time period will be presented with particular interest in evaluating comments related to agility defined as ease of use and invisibility. Identified barriers to technological agility included the “why” question (why is this tool important?), reluctance in adopting technological innovation, and concerns relating to digital divide issues. Pedagogical methods included linking tool use to specific course communication needs, immersion after tool instruction, playful approach to interacting with technologies to minimize stress of adoption, and emphasis on importance of networked personal and social technologies in building distributed communities of colleagues. Also for those students who brought experience with personal technology and social media use to the course, stress was placed on the importance of understanding these technologies well enough to provide instruction on their use. Preparing technologically agile MLIS graduates requires an understanding of barriers to adoption and pedagogical strategies for addressing these barriers.

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This presentation will consider the recent development of library and information science as an academic discipline, and the consequent changes required to library school curricula, in order to prepare professional practitioners for employment in today’s information society. These changes, led primarily by technological developments, include the need for consideration of new forms of documents, new methods of dissemination, new information behaviour patterns and increasing demand for novel information architectures. Alongside changes in technology, we can see the emergence of overlap with companion disciplines such as the digital humanities, and these must be accommodated, alongside more obvious connections, such as those with computer science. In conclusion from all of this, we can see that a course focused solely on traditional workplace skills will be insufficient for today’s portfolio-based workforce. We must have an emphasis on thinking skills, new literacies, and resilience, so that we prepare our graduates for employment beyond their first position.

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The major influence on library futures is the changing character of their user communities. As patterns of research, learning and personal development change in a network environment so library services need to change. At the same time, libraries are focused on engaging with their communities more strongly - getting into their work and learning flows. This means that libraries are becoming more unlike each other, they are diverging as they meet the specific needs of their communities. Research libraries diverge from academic libraries, and each is different from urban public libraries, and so on. At the same time, at a broader level libraries are experiencing similar pressures. The need to engage more strongly with their communities. The need to assess what they do. The need to configure space around experiences rather than around collections. Libraries are converging around some of these issues. This presentation will consider the future of libraries from the point of view of convergence and divergence between types of libraries.

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Conference krakow presentation_m_talley

1. 1 Libraries, Information, Books: Interdisciplinary Research and Practice in the 21st Century Krakow, Poland Embedded Librarianship: a Model for the Future Presented by Mary Talley June 7, 2010

2. Models of Embedded Librarianship Mary Talley and David Shumaker Co-Principal Researchers Special Libraries Association Research Grant, 2007 -2009 Research Report 2009 Follow-on Analysis, 2010 © Mary Talley, 2010 2

3. Models of Embedded Librarianship © Mary Talley, 2010 3 Research Goals Definecriteria of “embeddedness” Identifysuccessful programs Describepractices of model programs Developrecommendations

5. Liaison

7. Defining Embedded Librarianship © Mary Talley, 2010 6 Research Survey Definition Do you provide specialized services to any single customer group within your organization?

8. Defining Embedded Librarianship:A New Vision Customer Centric notLibrary Centric Defined Groups not Entire Population In Their workplace not Our Workplace Specialists not Generalists Team Members not Service Providers In Context not Out of Context Analysis and Synthesis not simply Delivery Trusted Advice notService Delivery © Mary Talley, 2010 7

11. WHY EMBEDDED LIBRARIANSHIP? The embedded model offers a way forward to: Improve“the quality of information, the efficiency of dissemination, and level of analysis which IPs uniquely provide” Reinforce “emphasis on relevance, access and timeliness vs. the packaging and format of distribution” “[R]eframethe skill sets of IPs in terms of better end-products and bottom-line results” -- SLA Alignment Project © Mary Talley, 2010 10

Conference krakow presentation_m_talley

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