The document outlines an agenda for a workshop on connecting with students and faculty through personal and embedded librarianship. The workshop will cover the history of personal librarian programs and embedded librarianship, innovations that can help librarians reach students and faculty individually, and strategies for establishing relationships and assisting students. Attendees will learn best practices and future trends in personal and embedded librarianship. The workshop aims to help librarians create or adapt personal librarian programs to fit their institutions.
Supporting Open Textbook Adoptions at University of ArkansasMichelle Reed
“Supporting Open Textbook Adoptions” by Michelle Reed is licensed CC BY and is modified from Open Textbook Network slides prepared by David Ernst and Sarah Cohen. Images are individually licensed as noted. It was presented in Fayetteville at the University of Arkansas on September 24, 2019.
Liberal Education & America's Promise (LEAP) Initiative's Impact on Informati...Elizabeth Dolinger
Presented at ACRL National Conference in Indianapolis Indiana April 11, 2013. Research on the impact of the AAC&U's LEAP initiative on Information Literacy Programs in higher education.
The librarian’s new role as course content curators. To address the rising cost of textbooks, we have established a framework for assisting faculty with course development. This session will prepare you to help faculty build courses that are rigorous as well as affordable using library resources and open access tools.
Elaine Beans presentation 'Bridging the gap between 2nd and 3rd level education' from #asl2015 'Inside out library: collaboration, inspiration, transformation' delivered February 27 2015
Supporting Open Textbook Adoptions at University of ArkansasMichelle Reed
“Supporting Open Textbook Adoptions” by Michelle Reed is licensed CC BY and is modified from Open Textbook Network slides prepared by David Ernst and Sarah Cohen. Images are individually licensed as noted. It was presented in Fayetteville at the University of Arkansas on September 24, 2019.
Liberal Education & America's Promise (LEAP) Initiative's Impact on Informati...Elizabeth Dolinger
Presented at ACRL National Conference in Indianapolis Indiana April 11, 2013. Research on the impact of the AAC&U's LEAP initiative on Information Literacy Programs in higher education.
The librarian’s new role as course content curators. To address the rising cost of textbooks, we have established a framework for assisting faculty with course development. This session will prepare you to help faculty build courses that are rigorous as well as affordable using library resources and open access tools.
Elaine Beans presentation 'Bridging the gap between 2nd and 3rd level education' from #asl2015 'Inside out library: collaboration, inspiration, transformation' delivered February 27 2015
Measuring the Impact of Information Literacy Instruction: A Starting Point fo...UCD Library
Presentation made by Lorna Dodd, User Services Manager, University College Dublin Library, at ANLTC Seminar "Library Impact and Assessment", held on Tuesday, 7th May 2013 at Trinity College Dublin Library.
'Community collaboration through conversation' presentation delivered by Mary Dunne at #asl2015 'The inside out library: collaboration, inspiration, transformation' Feb 27 2015
Building research student communities: is there a role for library and learni...Jo Webb
Slides from a symposium exploring the role and experiences of librarians and learning developers in building communities of practice for researchers.Uses two case studies from De Montfort University (Leicester, UK) onexperiences of building a virtual CoP (wiki-based) and a face-to-face writing group.
Symposium was led by Katie Fraser (now University of Leicester), and content contributed by Melanie Petch and Jo Webb (both De Montfort University).
Supporting Open Textbook Adoptions - UA CossatotMichelle Reed
“Supporting Open Textbook Adoptions” by Michelle Reed was presented at the University of Arkansas Cossatot on March 15, 2019, and is licensed CC BY. Slides are modified from Open Textbook Network slides prepared by David Ernst and Sarah Cohen. Images are individually licensed as noted.
Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
Keynote delivered at #asl2015 'The inside out library: collaboration, inspiration, transformation' by Helen Shenton Librarian & Archivist Trinity College Dublin.
February 27 2015
SPARC Webcast: Libraries Leading the Way on Open Educational ResourcesNicole Allen
This webcast features three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
Monica Crump's presentation 'Stepping outside the walls of the library' from #asl2015 'The inside out library: collaboration, inspiration, transformation'. Delivered on Feb 27th 2015
Slides from a presentation given 9 March 2017 at the Digital Education Summit at Sam Houston State University in Huntsville, TX. Session description: "Open Educational Resources (OER) can be great tools to enhance online courses. But what exactly are they, and how do you find them and put them to use? This session will define and illustrate OER broadly (and open textbooks in particular), highlight key tools for discovering OER, and share examples of how the integration of OER can benefit you and your students."
Measuring the Impact of Information Literacy Instruction: A Starting Point fo...UCD Library
Presentation made by Lorna Dodd, User Services Manager, University College Dublin Library, at ANLTC Seminar "Library Impact and Assessment", held on Tuesday, 7th May 2013 at Trinity College Dublin Library.
'Community collaboration through conversation' presentation delivered by Mary Dunne at #asl2015 'The inside out library: collaboration, inspiration, transformation' Feb 27 2015
Building research student communities: is there a role for library and learni...Jo Webb
Slides from a symposium exploring the role and experiences of librarians and learning developers in building communities of practice for researchers.Uses two case studies from De Montfort University (Leicester, UK) onexperiences of building a virtual CoP (wiki-based) and a face-to-face writing group.
Symposium was led by Katie Fraser (now University of Leicester), and content contributed by Melanie Petch and Jo Webb (both De Montfort University).
Supporting Open Textbook Adoptions - UA CossatotMichelle Reed
“Supporting Open Textbook Adoptions” by Michelle Reed was presented at the University of Arkansas Cossatot on March 15, 2019, and is licensed CC BY. Slides are modified from Open Textbook Network slides prepared by David Ernst and Sarah Cohen. Images are individually licensed as noted.
Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
Keynote delivered at #asl2015 'The inside out library: collaboration, inspiration, transformation' by Helen Shenton Librarian & Archivist Trinity College Dublin.
February 27 2015
SPARC Webcast: Libraries Leading the Way on Open Educational ResourcesNicole Allen
This webcast features three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
Monica Crump's presentation 'Stepping outside the walls of the library' from #asl2015 'The inside out library: collaboration, inspiration, transformation'. Delivered on Feb 27th 2015
Slides from a presentation given 9 March 2017 at the Digital Education Summit at Sam Houston State University in Huntsville, TX. Session description: "Open Educational Resources (OER) can be great tools to enhance online courses. But what exactly are they, and how do you find them and put them to use? This session will define and illustrate OER broadly (and open textbooks in particular), highlight key tools for discovering OER, and share examples of how the integration of OER can benefit you and your students."
New Roles for Librarians: The Blended ProfessionalElaine Martin
Lamar Soutter Library Director Elaine Martin reviews the training initiatives, e-science developments, and questions that are being asked as librarians move from bounded to blended professional roles.
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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2. Presenters
Joe Eshleman, MLIS
Instruction Librarian
Johnson & Wales University, Charlotte Campus
Valerie Freeman, MLIS
Reference Librarian
Johnson & Wales University, Charlotte Campus
Richard Moniz, MA, MLIS, EdD
Director of Library Services
Johnson & Wales University, Charlotte Campus
David Jewell, D.H.Sc.
Associate Dean of Academic Affairs
Johnson & Wales University, Charlotte Campus
3. Week 1- April 16
• Retention Efforts
• History of Personal Librarian Programs
• Information Literacy and the Personal Librarian
• Embedded Librarian – History and Differences
Week 2- April 23
• Personalization in Other Venues
• Personalization in Other Departments
• The Faculty Perspective
• Best Practices
• Future Trends
Agenda
4. • You will understand the history of personal
librarian programs and embedded librarianship
and discover how you can create or adapt such a
program to fit your own institution.
• Learn about innovations which can help you
reach students and faculty on a more individual
basis.
• Gain several strategies for establishing
relationships, reducing student anxiety, and
assist students throughout their academic career.
Outcomes – What we hope you take
away from this workshop
5. “a 10-year longitudinal study of students at a small college,
funded by the Andrew W. Mellon Foundation...found that
personal relationships with both peers and faculty
members, starting from direct contact, were fundamentally
important to undergraduate success and could readily be
facilitated by institutions….Even an apparently minor
personal encounter can go a long way in helping a student.”
– Daniel Chambliss, Chronicle of Higher Education
Retention
6. • 1984 – Newton Gresham Library
• Focus on graduate student support
• “One to One”
Sam Houston State University
7. • Implemented in 1996
• Response to reaching students in the digital age
• Divided students to each librarian
• Multiple points of contact
• Later expanded at Yale University as a whole
targeting freshmen starting in 2008
• http://web.library.yale.edu/pl
Yale University School of Medicine
8. • Implemented in 2000 at Boatwright Library
• Lucretia McCulley, Director of Outreach
Services, wanted to apply her experience
with her personal banker to libraries.
• 11 liaisons divided about 80 first year
students each in the first iteration
• Sent out letters with business cards
University of Richmond
9. • Danuta Nitecki brought the program with
her from Yale.
• Program began in 2010 with more than 20
librarians assigned approximately 100
students each.
• Multiple emails about resources and events.
• Students sometimes transition to subject
specialist liaison at a later date.
Drexel University
10. • Began in 2012 largely due to retention efforts.
• Started with 785 first year students enrolled in
ENG1020 (English Composition).
• 4 librarians divided the instruction and PL
assignment.
• Multiple points of contact.
• Contacted students the following year.
• Solicited feedback.
Johnson & Wales University Charlotte
Campus
11. ACRL Framework – Threshold
Concepts/Frames/Dispositions
• ACRL Framework- revisions, threshold concepts –
Meyer and Land
• “Learners who are developing their information
literate abilities do the following: “
• Frame- Research As Inquiry – Disposition -“Seek
appropriate help when needed”
• Frame- Searching as Strategic Exploration–
Disposition - “Seek guidance from experts, such
as librarians, researchers, and professionals.”
12. Personal Librarian and Library
Instruction
• Not many schools “tie –in” Personal
Librarian programs with instruction
• Taking the opportunity in library instruction
to promote the Personal Librarian Program
–”I am your Personal Librarian for this
class.”
• Promote “Personal Librarian “ to students
and “Embedded Librarian” to faculty
13. Personal Librarian- Library Instruction
Design at Johnson & Wales
• Connected to ENG 1020 English
Composition Classes – PL for the class
• Linked to course in LMS (Blackboard)
• The PL Program is reinforced in the
library instruction class
14. Making the Links to improve
Connections
• Moving the focus from presenting physical
library resources (books, databases) to the
value of the librarian as a resource
• Helping students understand the role of the
librarian (mentor, coach, conduit to
resources, information and research
specialist –not just for scholarly work )
15. One on One Appointments
• Some Goals of Personal Librarian are:
• Alleviating library anxiety
• Awareness of how librarian can help
• Knowing librarian and students by name
• These goals can lead to more one on one
appointments- working closely with faculty
can spur these meetings
17. Assessment
• How do you assess a Personal Librarian
program?
• Focused survey, retaining names and
keeping statistics, affect on grades and
retention, documenting student feedback
• The intangibles
20. 0%
5%
10%
15%
20%
25%
30%
35%
Fall 2002 Fall 2006 Fall 2009 Fall 2012
% Students enrolled in at least 1 online class
% Students enrolled in
at least 1 online class
Online Learning
21. “Students are 45 times more
likely to start information
searches on Web search
engines than on the library
Web site” and are more
likely to learn about sources
from a friend than from a
library website.
Implications for Libraries
22. • A primary voice in embedded
librarianship
• Faculty member at Catholic
University of America, where
he has made Embedded
Librarianship a primary
research focus
• Blogger -
http://embeddedlibrarian.com/
• “All sectors of the library
profession need to “travel,
together, in the same
direction”
David Shumaker
23. What IS Embedded Librarianship?
• “an integral part of the whole” (Jezzmyne Dene)
• “Sharing in the life of the department or
program, understanding the dynamics of
relationships between departments
or departments and higher administration.”
(Lynn Marie Rudasill)
• “embedded librarian provides better access
for students to him/herself and to the
library’s resources.” (Shumaker)
• Deeply integrated librarian with intense
collaboration with faculty (Barbara Dewey)
24. • Embedded Journalists:
– Aid in dominating the “information
environment” in warfare
– Are ‘in the trenches’ with those doing
the fighting, with goal of creating a
healthy and reliable ‘information
environment’
• Did Librarians get the idea of
embedding from journalists? David
Shumaker says “Maybe, maybe not.”
Idea is spreading
– CIO of Hatchett Book Group plans to
embed IT analysts throughout the firm.
Like Embedded Journalists?
25. • Requires teamwork, knowledge of content,
accessibility, adaptability, responsiveness
• Maintain ‘user-centric’ approach to library
services
• Reach users where they are
• Bridge the gap “between libraries and
distance learners, teaching faculty, and lab
researchers
The Basics
26. • Builds on belief that more targeted and
contextual instruction makes for better
results.
• Best classes to embed in are ones early in a
student’s degree program.
– This is the time when students struggle the most with
both big picture and basic information gathering skills.
– Instruction at this point allows new skills to become
more practiced over the course of the student’s
education
More Basics
27. Many iterations of EL expand the role of
Subject Specialists, using a model wherein
librarians embed in classes out of
departments they are already connected with.
Role of Subject Specialists
This changes “the way subject
librarianship is being provided
to users.”
28. • Most frequent model
• Largely digital, includes subject guide and being
embedded within online course management
system
• Work intensive on front end, but requires little
effort to maintain
• Benefits:
– Lessens time needed for reference interview
– Librarian can get ahead of trouble spots
– Allows Librarian to impact many students
• Potential negatives:
– Too impersonal, might inhibit students from
adequately developing their own research skills
Macro- Approach
29. • Allows more collaboration between student,
librarian, and faculty
• Can take on any form, tailored to the needs
of the users (student, faculty, perhaps
outside relationships)
• Additional Benefit:
– Allows for an even more tailored set of services
• Potential negatives:
– More time intensive to maintain
Micro- Approach
30. While instruction is central, it can be delivered
in a variety of methods: traditional 1-shot
sessions, reference interactions, websites,
tutorials and other tech approaches, and
embedding in course management systems
online
Variations
32. • Keeps the library resources and services focus on
student achievement
• Students benefit from interaction with librarians
– Librarians are often not seen as research mentors
– Might be related to different approaches to
research: thorough (librarians) vs. efficient (student)
• Can affect Reference Desk interactions
– Can increase use of reference services and
resources
– Increased complexity to reference interactions
Effects
33. • Groundwork:
– Establish a need
– Gather support
• Preparation:
– Get assignments
– Decide level of engagement (weekly? Monthly? As needed?)
– Start a thread in online discussion board for Library topics
– Get familiar with technology you expect to use
• Execution:
– Practice clear and effective communication
– Be flexible to needs of others
– Be proactive
– Weave your presence through the course to maximize effect
Best Practices
34. Library fear is real. Seeking help online might be
easier for the user, but might not. Remain
sensitive to the fears and needs of your users,
and the limitations of digital communication.
Library Fear
Take the time to make your
online presence
approachable
35. • Similarities
– Both efforts to address changing issues in
librarianship and higher education
– Efforts to increase retention, increase value of
student experience, deepen student learning
– Many tools used in EL are also used in PL
• Differences
– Depth and breadth
– 1 class (“I’m here with you and can help you
now”) vs. entire degree experience (building
relationships that can stand outside classroom)
Embedded vs. Personal Librarian
36. • Central to both Personal Librarianship
and Embedded Librarianship is a solid
relationship – and buy-in – with Faculty.
How do you reach out to them?
• Create a plan - what do you need for and
from your audience
• Know your resources
• Keep things fresh
• Respect them and how they currently do
it
• Don't oversell
• Understand audience
Collaborating with Faculty
38. Contact us this week
Joe Eshleman, MLIS
joe.eshleman@jwu.edu
Valerie Freeman, MLIS
valerie.freeman@jwu.edu
Richard Moniz, MA, MLIS, EdD
richard.moniz@jwu.edu
David Jewell, PhD
david.jewell@jwu.edu
39. Week 1- April 16
• Retention Efforts
• History of Personal Librarian Programs
• Information Literacy and the Personal Librarian
• Embedded Librarian – History and Differences
Week 2- April 23
• Personalization in Other Venues
• Personalization in Other Departments
• The Faculty Perspective
• Best Practices
• Future Trends
Agenda
40. • British Airways
• White Spas
• Michael Neill and Associates Inc. – Credit
Unions
• Personal Bankers
• Personal Trainers
Personalization in Business
41. • SERVQUAL – LIbQUAL+
• EBSCO
Personalization in Business
42. What examples have you seen (e.g. out
shopping, paying for a service, etc.)?
43. • Academic Support Centers
• Information Technology Services
• Career Services
• Health Services
• Student Affairs
• Living Learning Communities
• Admissions and Student Financial Services
Personalization On Campus
45. • Question 1: I incorporated the Personal Librarian Program in some way into my English
course in the winter (or spring) term of the 2012-2013 academic year.
• Question 2: I incorporated the Personal Librarian Program in a meaningful way into my
English course.
• Question 3: The Personal Librarian Program helped my students on outcomes and/or
objectives for the course, such as better research papers.
• Question 4: What could the Personal Librarian Program do to better help your students?
• Question 5: What could you do to better incorporate the Personal Librarian Program
into your English course?
• Question 6: What is your general opinion of the Personal Librarian Program?
Personal Librarian Program Survey
46. I incorporated the Personal Librarian Program in a
meaningful way into my English course.
Winter Term Spring Term
Strongly Agree 16.67% (1) 50% (2)
Agree 83.33% (5) 25% (1)
Neither Agree or Disagree 0% 25% (1)
Disagree 0% 0%
Strongly Disagree 0% 0%
Winter Term
Strongly Agree
Agree
Neither Agree or
Disagree
Spring Term
Strongly Agree
Agree
Neither Agree or
Disagree
47. The Personal Librarian Program helped my students on
outcomes and/or objectives for the course, such as better
research papers.
Winter Term Spring Term
Strongly Agree 0% 25% (1)
Agree 66.67% (4) 50% (2)
Neither Agree or Disagree 16.67% (1) 0%
Disagree 16.67% (1) 25% (1)
Strongly Disagree 0% 0%
Winter Term
Strongly Agree
Agree
Neither Agree or
Disagree
Spring Term
Strongly Agree
Agree
Neither Agree or
Disagree
48. Winter term
“The librarian that I worked with was added
to my Ulearn section, so that they were able
to communicate with students via course
announcements. In addition, this individual
also visited my classroom where they were
introduced to students in person.”
What could the Personal Librarian Program do
to better help your students?
49. Spring term
“I don’t think they could do much more.
They were available, they gave me a link to
post a live chat space on my class Ulearn
page, they conducted the library module
class, and they emailed my students directly
to introduce the program.”
What could the Personal Librarian Program do
to better help your students?
50. What could you do to better incorporate the Personal
Librarian Program into your English course?
Winter term
“Advertising/showing the value-added
aspect of the personal librarian and the IL
(information literacy) sessions is the best
thing I can think of to do.”
51. What could you do to better incorporate the Personal
Librarian Program into your English course?
Spring term
“I think that I could do more next term by
encouraging my students to seek out their help
more than they did this term. I think the
students don’t see a need for the personal
librarian until the final week of classes when
essays are due. What I plan to do next term is
incorporate the librarians in more of a direct
way: actually have the students go to them for
help and feedback for at least one assignment
(probably finding and citing sources).”
52. What is your general opinion of the Personal
Librarian Program?
Winter Term Spring Term
Very Favorable 16.67% (1) 75% (3)
Favorable 50% (3) 0%
Neutral 16.67% (1) 25% (1)
Unfavorable 16.67% (1) 0%
Very Unfavorable 0% 0%
Winter Term
Very Favorable
Favorable
Neutral
Unfavorable
Very Unfavorable
Spring Term
Very Favorable
Favorable
Neutral
Unfavorable
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63. The Future of Personal Librarian
First National Personal Librarian &
First Year Experience Library
Conference – April, 2014
64. The Future of Personal Librarian
• Makerspaces enhance librarian interactions
• Making efforts to understand and connect to our
communities makes us better librarians
• Chat services, embedded opportunities, and
increased emphasis on one on one appointments
should continue
• As technology continues to advance, what makes
us most human may be most important
65. Creating a good environment
Do’s Don’ts
Be open about who you are. Tell something personal
about yourself that your students might be able to grab
onto in some fashion. If you are online, create a page
about yourself that you have on the Library site, or in
Blackboard.
Don’t judge (even by a twitch of the eye) the student in
front of you, whether their question (that you’ve
answered 73 times today already) or appearance.
Especially someone used to judgment will pick up on it
and may not come back.
Give multiple ways of contact. What works best for you
might not work best for them?
Don’t take yourself too seriously. Chances are students
don’t, and they won’t take in what you’re saying if they
perceive you as out of their reach.
Consider a creative use of signs. And you can go for a
laugh response. Here at this library, Joe wallpapered our
Reference Desk at the beginning of the year with 1 kind of
sign, which we left up for a few weeks. It got laughs and
good comments.
Don’t leave a student (patron) hanging. If you can’t find
the answer, get them to someone who can. Follow-up
with them.
Use graphics and pictures. Online and in person, pictures
do much to break down barriers
Don’t use only text if you can help it.
Make it clear in your online presence that you are aware
of what’s going on around campus. Announce contest
winners, campus events, etc.
Don’t miss chances to inform students about
opportunities available to them
Interact with as many students as you can, as a person
and as a Librarian.
Don’t tie yourself down to always staying in the library.
Highlight student work or bring attention to it (pictures,
projects on display).
Create ‘gaps” between students and librarians
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