2. Objectives
CURRENT
MISSION PILOT
SITUATION
EMBEDDED PILOT
LIBRARIAN SUCCESS & NEXT STEPS
EXPERIENCE OUTCOMES
Tips for
Successful Wrap Up
Collaborations
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. Information Literacy
Professional
Association of
Academic Librarians
ACRL
Dedicated to Serving
Higher Education Dedicated to improving
Information Needs Learning, Teaching, and
Research
6. Information Literacy
MCC as a learning-centered organization
Why Information Literacy?
What does Information Literacy mean
to students?
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. Point of Need Services
Ask A Librarian
Point of Need
Personal Contact
Resources with library staff
Research Portal What’s missing?
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
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 several
Student 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!
You've 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. Target:
English 101
Ask A Library
Librarian Activities
Reinforcement
of EL Initiative
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. 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 then
click on the “Library Online Databases” link. Click on the link for
“Academic Search Premier” and then you can type in your key
word(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. 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 lead
How to evaluate How to brainstorm The importance
for key words that up to research
websites to of proper that is
will help them find
determine 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. Resources that Specifically
Help the Online Student
Students who can’t visit MCC provides many In addition to calling or
an MCC campus can sign emailing an Embedded
ebooks that are
up quickly for a “virtual” Librarian, students can
library 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.
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 their
for 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. 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 that
the 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/she
has 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 of
how well or poorly they did, then they will feel that there is no real reason to complete
the assignment properly.
We saw many shoddy assignments that we responded to in order to get the student on
the right track, only to realize that the students either never read our responses or didn’t
take them seriously.
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 number
turnaround when responding
of students who completed
to students. Although we aim
for 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. Issues to address
The Librarian and What are the
Instructor need to assignments’ point
discuss: values?
Who will design the Library
assignments for the online class?
Are they informal posts or graded
The best design will come from a
assignments?
collaboration between the
instructor and librarian.
Does the instructor understand
Who is expected to grade the EL
the purpose behind each
assignments?
assignment?
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. 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. 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 the
could help the students
“busy work.” We faculty understood that
become critical thinkers
needed to simplify the treating the
and better researchers.
instructions and be assignments seriously
We had to do a better
clearer about why the was the first step in
job 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. Partnership Experience
Resident • 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
assessment
has been • Hosting training webinars for all participants
• Ensuring that the collaboration is consistent and
key continuous throughout the semester
45. Expansion
Broaden 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 • Humanities
ground and online: • Sociology
47. Tips for Successful Collaborations
Students 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. Wrap Up
CONTACT US @
Mohave
Community
College
Claudia 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
Editor's Notes
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
