Speaker's outline for my presentation at the 2009 Library Technology Conference at Macalester College in St. Paul, MN. http://www.macalester.edu/library/libtechconference/index.html
This document compares reference services at Kalamazoo College Library (KCL) and Grand Valley State University's Mary Idema Pew Library. Both libraries have learning commons that are less than two years old. At KCL, reference services operate from librarian offices during the week and a reference desk staffed by students evenings and weekends. The Pew Library does not have a reference desk and has research consultants and writing center staff handle most questions. Both libraries provide training to student employees but are still evaluating how the learning commons have affected reference services.
Geoff Dubber - The Big Leap: Library Transition from Sixth Form into Higher E...SLA
From the SLA 2009 Weekend Course. Moving from the familiarity of the school library to using complex HE library resources and services can be a challenge especially when basic study and information literacy skills also need honing. Come along to consider and reflect on the issues.
"Inspiring and Empowering: upcoming LIS generation joining IFLA"
PETRA HAUKE and SHAKED SPIER (Berlin School of Library and Information Science, Berlin, Germany)
Session 95: "Strategies for library associations: include new professionals now!"
Management of Library Associations with the New Professionals Special Interest Group
13 August 2012, 09:30 - 12:45, Room: 6
http://conference.ifla.org/ifla78/session-95
WLIC2012
"Libraries Now! - Inspiring, Surprising, Empowering"
IFLA World Library and Information Congress
78th IFLA General Conference and Assembly
11-17 August 2012, Helsinki, Finland
http://conference.ifla.org/ifla78/
The document summarizes an educational workshop for librarians that covers three parts: 1) E-resources implementation and innovation with ideas and practical steps, 2) Getting the most out of Credo Reference services and increasing usage, 3) New features from Credo Reference including topic pages and subject collections.
Petaluma Secondary Librarians' Presentation to the School BoardAnna Koval
Petaluma secondary school librarians presented to the Board on April 12, 2011 about the importance of strong school library programs. They summarized that Petaluma has strong school libraries that promote reading and provide resources to students. The librarians act as teachers by providing instruction and technology training. Library programs offer fun activities for students like book clubs, author visits, and field trips. The librarians advocated that the library of the future embraces new technologies and goes beyond the walls of the library. They emphasized the importance of adequate staffing for the library team to improve student achievement.
This document compares reference services at Kalamazoo College Library (KCL) and Grand Valley State University's Mary Idema Pew Library. Both libraries have learning commons that are less than two years old. At KCL, reference services operate from librarian offices during the week and a reference desk staffed by students evenings and weekends. The Pew Library does not have a reference desk and has research consultants and writing center staff handle most questions. Both libraries provide training to student employees but are still evaluating how the learning commons have affected reference services.
Geoff Dubber - The Big Leap: Library Transition from Sixth Form into Higher E...SLA
From the SLA 2009 Weekend Course. Moving from the familiarity of the school library to using complex HE library resources and services can be a challenge especially when basic study and information literacy skills also need honing. Come along to consider and reflect on the issues.
"Inspiring and Empowering: upcoming LIS generation joining IFLA"
PETRA HAUKE and SHAKED SPIER (Berlin School of Library and Information Science, Berlin, Germany)
Session 95: "Strategies for library associations: include new professionals now!"
Management of Library Associations with the New Professionals Special Interest Group
13 August 2012, 09:30 - 12:45, Room: 6
http://conference.ifla.org/ifla78/session-95
WLIC2012
"Libraries Now! - Inspiring, Surprising, Empowering"
IFLA World Library and Information Congress
78th IFLA General Conference and Assembly
11-17 August 2012, Helsinki, Finland
http://conference.ifla.org/ifla78/
The document summarizes an educational workshop for librarians that covers three parts: 1) E-resources implementation and innovation with ideas and practical steps, 2) Getting the most out of Credo Reference services and increasing usage, 3) New features from Credo Reference including topic pages and subject collections.
Petaluma Secondary Librarians' Presentation to the School BoardAnna Koval
Petaluma secondary school librarians presented to the Board on April 12, 2011 about the importance of strong school library programs. They summarized that Petaluma has strong school libraries that promote reading and provide resources to students. The librarians act as teachers by providing instruction and technology training. Library programs offer fun activities for students like book clubs, author visits, and field trips. The librarians advocated that the library of the future embraces new technologies and goes beyond the walls of the library. They emphasized the importance of adequate staffing for the library team to improve student achievement.
MJ Crowley. Elsevier Library Connect Seminar, Milan, Italy. Lesson based cont...Mary Joan Crowley
The document discusses the increasing use and availability of e-books in libraries. It notes that libraries are exploring options like renting e-books for a period of time, patron-driven acquisition models where e-books are automatically purchased after a certain number of uses, and pay-per-view models where e-books can be immediately accessed for a fee. The document also discusses projects at various universities and libraries to loan e-readers pre-loaded with educational content to students.
This document provides an overview of the preliminary program for the Innovative Library Classroom 2015 conference, including conversation starters, lightning talks, and presentations on a variety of topics related to instruction and student engagement. Several sessions focus on incorporating active learning techniques and student creativity into one-shot instruction sessions. Other sessions discuss using tools like Prezi for online instruction, applying frameworks like ACRL's Framework for Information Literacy, and partnering with faculty across disciplines.
The document discusses resources from Orca Books to help struggling readers, including short novels, audiobooks, graphic novels, and teachers' guides. It provides details on different series for various age groups that have compelling stories and characters. These resources are aimed at reluctant readers and seek to engage them and improve literacy. The document also answers questions about best practices for reaching struggling readers and using literature circles.
The value of libraries in college educationHaravu Jayaram
The document discusses how libraries fit into today's globalized, knowledge-based society. It argues that libraries have evolved from primarily housing physical collections to facilitating lifelong learning and access to knowledge. The author urges students to take full advantage of library resources and services in order to develop critical thinking skills and prepare for an uncertain future that demands continuous learning.
Enseñar, conectar y aprender en red: Superando los mitos de la enseñanzaAntonio Vantaggiato
This document discusses challenges to traditional teaching methods and myths. It argues that learning does not just occur in the classroom through lectures, but rather occurs through making connections across networks. It challenges the idea that content and standardized testing are the most important factors, instead advocating that students should study and take responsibility for their own learning through open connections.
This document provides tips and strategies for marketing a school library. It recommends focusing on four cornerstones: marketing 101, unique selling proposition, strengths, and stakeholders. The library team should determine their strengths and communicate a consistent message to key stakeholder groups like administration, faculty, students, and parents. Marketing should tell the library's story through visuals and promotions on their website, social media, and events. The goal is to demonstrate how the library aligns with the school's mission and remains relevant through innovative services and resources.
This document summarizes the potential benefits of using blogs and wikis to improve English writing skills for ESL and EFL college students. It discusses how blogs and wikis allow for collaborative writing in an online environment that is easier for students than standard academic writing processes. Scaffolding techniques used along with blogs and wikis, such as peer editing and feedback, can help students develop their English abilities. While research is still limited, preliminary findings suggest blogs and wikis may facilitate language learning when combined with collaboration and guidance from instructors.
This document summarizes three open education projects: the Community College Open Textbook collaborative, College of the Canyons' open educational resource content playlists project, and partnerships between the Orange Grove Repository, University Press of Florida, and WebAssign to provide open textbooks and online homework. The collaborative and College of the Canyons project focus on developing and sharing open educational resources to reduce textbook costs for students. The partnerships aim to make open textbooks permanently available and integrate them with online homework and additional resources through the Orange Grove Repository, University Press of Florida publishing services, and WebAssign's online homework system.
This document discusses ways for museums and archives to better serve non-traditional students. It suggests having evening and weekend hours, providing classroom and work spaces, developing online and mobile resources, partnering with local colleges, designating an educational outreach contact, and "baby-proofing" collections to accommodate students with families. It also offers low-cost or free ways to fund these initiatives, such as using volunteer labor, seeking donations, and applying for discarded technology. The overall goal is to make cultural institutions more accessible and relevant for adult learners.
This document discusses the challenges faced by a small academic library in adopting the ACRL Framework. It describes how the librarians had to transition from being teachers to students as they learned about the Framework. They worked to teach other librarians and court faculty support. The library aims to fully integrate the Framework into its instructional practices.
Student to Author: Using Wikipedia to Improve Undergraduate Research & WritingMargot
This document discusses using Wikipedia to improve undergraduate research and writing. It provides examples of student projects where they contributed original content to Wikipedia articles. Studies found that most college students use Wikipedia for school assignments. The document advocates for using Wikipedia in the classroom in a way that aligns with scholarly values like relying on reliable sources and undergoing peer review. It describes challenges but also benefits to students, such as learning efficient research practices and citation analysis. Examples are given of assignments where students contributed to Wikipedia as an authentic audience.
Enriching the Academic Experience: the Library and Experiential Learning at Middle Tennessee State University
William Black, Christy Groves and Amy York, Middle Tennessee State University
Middle Tennessee State University adopted its experiential learning program as part of the 2006 academic accreditation process. Experiential learning (EXL) merges classroom teaching with the work environment to enhance the overall educational experience. Through EXL, students, faculty and external organizations collaborate to strengthen learning.
The James E. Walker Library has taken a proactive program approach to EXL @ MTSU, through the creation of partnerships with instructional faculty and student groups. Through these partnerships, members of the library faculty have been engaged in a number of entrepreneurial activities to enhance student education and involve the library more directly in the university’s mission to develop educated men and women.
We propose to talk about some of the library’s entrepreneurial partnerships that enhance learning through experience. These programs include initiatives such as the Student Art Partnership which offers the Library as a learning site for art installations that raise student awareness, the Printing Press Project which brings the library’s locally crafted 18th century reproduction printing press into university and county K-12 classrooms, and the Assessment Project which utilizes skills of Management & Marketing and Anthropology students to evaluate library effectiveness across campus.
We will discuss a representative sample of EXL partnerships at MTSU, describe the activities and outcomes, and assess how, by thinking entrepreneurially, the programs have strengthened the library’s relationship with students and brought the library more fully into the educational process.
William Black is a Professor & the Administrative Services Librarian
Christy Groves is an Assistant Professor & the Coordinator of User Services
Amy York is an Assistant Professor & the Distance Education Librarian
Upstairs-downstairs: Working with a campus assessment coordinator and other a...Margot
Guess what -- you don't need to do learning assessment on a 45-minute one-shot presentation. Instruction librarians at Golden Gate University learned this and much more when an Assessment Coordinator arrived to help prepare our school for WASC. Oakleaf & Hinchliffe (2008) identify lack of coordination as one of the barriers librarians face in conducting assessment, and we found that having a smart, committed, and trustworthy coordinator made all the difference to our research project. We leveraged the Assessment Coordinator's expertise to stay focused on a project that produced valid and useful results from an in-depth learning assessment to measure student learning in an English Language Learners program. Our presentation focuses on the people connections that made this assessment work: between librarian collaborators, with students and instructors in the ELL program, and all the way upstairs to our University-wide assessment coordinator. We'll talk about how we designed our assessment and - phew - let go of post-instruction evaluation forms. Participants will get a fresh look at how information literacy assessment can benefit from upstairs-downstairs collaboration (floor plan not included)!
This document provides the schedule for the Teaching and Learning with Innovative Connections (TILC) 2018 conference taking place May 8-9 at Radford University. The schedule outlines the various presentations, keynotes, lightning talks, and social events during the two-day conference. On Wednesday May 9th, the keynote speaker Jennifer Ferretti will present on "Art is Information: Countering the 'Neutral' Classroom with Pop Culture and Social Justice". Presentation sessions are scheduled throughout the day in various classrooms covering topics such as using audience analysis in instructional design, incorporating poetry in teaching research skills, and exploring genre and scholarship as conversation.
This annual report summarizes the programs and services provided by the Palisades High School library media center over the past year. Key highlights include increased usage of the library and resources, the addition of a student helper program, and support provided to teachers and students through instruction, resource curation, and individual assistance. Goals for next year are to continue meeting the needs of students and teachers.
The mission of the library is to ensure students and staff know how to find, assess, interpret, and synthesize information by providing access to information in various formats and designs learning strategies to meet student needs. The library prepares students for post-secondary education and lifelong learning. The presentation provides resources on the French Revolution and tools for collaboration and accountability.
Who do they think we are? Addressing library identity perception in the academyAnnis Lee Adams
This document summarizes a presentation given at the CARL Conference on April 6, 2014. It discusses a presentation given by Margot Hanson from California Maritime Academy and Annis Lee Adams from Golden Gate University titled "Who do they think we are? Addressing library identity perception in the academy." The presentation looked at how librarians are perceived by others and discussed research into how academics write about libraries and librarians online. It provided an overview of several studies and articles on topics such as the value of academic libraries, how academics use online forums, online disinhibition effects, and analyzing comments on library-related articles. Attendees were asked about their experiences with online commenting.
This document discusses changes in libraries and metadata that require technical services librarians to adapt. It notes that technology, collections, users and metadata have all changed, requiring new priorities and strategies. Technical services must focus on user needs rather than traditional methods, achieve efficiencies through workflow redesign, optimize existing metadata, and integrate library data with other sources to make collections more visible and usable.
This document discusses how technology can enhance education by allowing students to collaborate online, access resources asynchronously, and take some classes fully online. It provides examples of students blogging, using wikis and podcasts, video conferencing with experts, and accessing classroom materials anywhere through a school learning network. The document also addresses ensuring internet use supports families' values through open communication and setting boundaries.
Teacher librarians and evidence based practice. A description of the model as a result of doctoral research. Includes illustraions of practice as a way to unpack the model.
The document discusses evidence-based practice for teacher librarians. It presents a holistic model of evidence-based practice that involves both purposefully engaging with evidence through seeking and scanning, as well as unintentionally encountering evidence through accidental findings and receivings. The model is based on a literature review that identified core beliefs about the role of teacher librarians and school libraries. Examples are provided of different teacher librarians and the diverse ways they gather and use various types of qualitative and quantitative data as evidence.
MJ Crowley. Elsevier Library Connect Seminar, Milan, Italy. Lesson based cont...Mary Joan Crowley
The document discusses the increasing use and availability of e-books in libraries. It notes that libraries are exploring options like renting e-books for a period of time, patron-driven acquisition models where e-books are automatically purchased after a certain number of uses, and pay-per-view models where e-books can be immediately accessed for a fee. The document also discusses projects at various universities and libraries to loan e-readers pre-loaded with educational content to students.
This document provides an overview of the preliminary program for the Innovative Library Classroom 2015 conference, including conversation starters, lightning talks, and presentations on a variety of topics related to instruction and student engagement. Several sessions focus on incorporating active learning techniques and student creativity into one-shot instruction sessions. Other sessions discuss using tools like Prezi for online instruction, applying frameworks like ACRL's Framework for Information Literacy, and partnering with faculty across disciplines.
The document discusses resources from Orca Books to help struggling readers, including short novels, audiobooks, graphic novels, and teachers' guides. It provides details on different series for various age groups that have compelling stories and characters. These resources are aimed at reluctant readers and seek to engage them and improve literacy. The document also answers questions about best practices for reaching struggling readers and using literature circles.
The value of libraries in college educationHaravu Jayaram
The document discusses how libraries fit into today's globalized, knowledge-based society. It argues that libraries have evolved from primarily housing physical collections to facilitating lifelong learning and access to knowledge. The author urges students to take full advantage of library resources and services in order to develop critical thinking skills and prepare for an uncertain future that demands continuous learning.
Enseñar, conectar y aprender en red: Superando los mitos de la enseñanzaAntonio Vantaggiato
This document discusses challenges to traditional teaching methods and myths. It argues that learning does not just occur in the classroom through lectures, but rather occurs through making connections across networks. It challenges the idea that content and standardized testing are the most important factors, instead advocating that students should study and take responsibility for their own learning through open connections.
This document provides tips and strategies for marketing a school library. It recommends focusing on four cornerstones: marketing 101, unique selling proposition, strengths, and stakeholders. The library team should determine their strengths and communicate a consistent message to key stakeholder groups like administration, faculty, students, and parents. Marketing should tell the library's story through visuals and promotions on their website, social media, and events. The goal is to demonstrate how the library aligns with the school's mission and remains relevant through innovative services and resources.
This document summarizes the potential benefits of using blogs and wikis to improve English writing skills for ESL and EFL college students. It discusses how blogs and wikis allow for collaborative writing in an online environment that is easier for students than standard academic writing processes. Scaffolding techniques used along with blogs and wikis, such as peer editing and feedback, can help students develop their English abilities. While research is still limited, preliminary findings suggest blogs and wikis may facilitate language learning when combined with collaboration and guidance from instructors.
This document summarizes three open education projects: the Community College Open Textbook collaborative, College of the Canyons' open educational resource content playlists project, and partnerships between the Orange Grove Repository, University Press of Florida, and WebAssign to provide open textbooks and online homework. The collaborative and College of the Canyons project focus on developing and sharing open educational resources to reduce textbook costs for students. The partnerships aim to make open textbooks permanently available and integrate them with online homework and additional resources through the Orange Grove Repository, University Press of Florida publishing services, and WebAssign's online homework system.
This document discusses ways for museums and archives to better serve non-traditional students. It suggests having evening and weekend hours, providing classroom and work spaces, developing online and mobile resources, partnering with local colleges, designating an educational outreach contact, and "baby-proofing" collections to accommodate students with families. It also offers low-cost or free ways to fund these initiatives, such as using volunteer labor, seeking donations, and applying for discarded technology. The overall goal is to make cultural institutions more accessible and relevant for adult learners.
This document discusses the challenges faced by a small academic library in adopting the ACRL Framework. It describes how the librarians had to transition from being teachers to students as they learned about the Framework. They worked to teach other librarians and court faculty support. The library aims to fully integrate the Framework into its instructional practices.
Student to Author: Using Wikipedia to Improve Undergraduate Research & WritingMargot
This document discusses using Wikipedia to improve undergraduate research and writing. It provides examples of student projects where they contributed original content to Wikipedia articles. Studies found that most college students use Wikipedia for school assignments. The document advocates for using Wikipedia in the classroom in a way that aligns with scholarly values like relying on reliable sources and undergoing peer review. It describes challenges but also benefits to students, such as learning efficient research practices and citation analysis. Examples are given of assignments where students contributed to Wikipedia as an authentic audience.
Enriching the Academic Experience: the Library and Experiential Learning at Middle Tennessee State University
William Black, Christy Groves and Amy York, Middle Tennessee State University
Middle Tennessee State University adopted its experiential learning program as part of the 2006 academic accreditation process. Experiential learning (EXL) merges classroom teaching with the work environment to enhance the overall educational experience. Through EXL, students, faculty and external organizations collaborate to strengthen learning.
The James E. Walker Library has taken a proactive program approach to EXL @ MTSU, through the creation of partnerships with instructional faculty and student groups. Through these partnerships, members of the library faculty have been engaged in a number of entrepreneurial activities to enhance student education and involve the library more directly in the university’s mission to develop educated men and women.
We propose to talk about some of the library’s entrepreneurial partnerships that enhance learning through experience. These programs include initiatives such as the Student Art Partnership which offers the Library as a learning site for art installations that raise student awareness, the Printing Press Project which brings the library’s locally crafted 18th century reproduction printing press into university and county K-12 classrooms, and the Assessment Project which utilizes skills of Management & Marketing and Anthropology students to evaluate library effectiveness across campus.
We will discuss a representative sample of EXL partnerships at MTSU, describe the activities and outcomes, and assess how, by thinking entrepreneurially, the programs have strengthened the library’s relationship with students and brought the library more fully into the educational process.
William Black is a Professor & the Administrative Services Librarian
Christy Groves is an Assistant Professor & the Coordinator of User Services
Amy York is an Assistant Professor & the Distance Education Librarian
Upstairs-downstairs: Working with a campus assessment coordinator and other a...Margot
Guess what -- you don't need to do learning assessment on a 45-minute one-shot presentation. Instruction librarians at Golden Gate University learned this and much more when an Assessment Coordinator arrived to help prepare our school for WASC. Oakleaf & Hinchliffe (2008) identify lack of coordination as one of the barriers librarians face in conducting assessment, and we found that having a smart, committed, and trustworthy coordinator made all the difference to our research project. We leveraged the Assessment Coordinator's expertise to stay focused on a project that produced valid and useful results from an in-depth learning assessment to measure student learning in an English Language Learners program. Our presentation focuses on the people connections that made this assessment work: between librarian collaborators, with students and instructors in the ELL program, and all the way upstairs to our University-wide assessment coordinator. We'll talk about how we designed our assessment and - phew - let go of post-instruction evaluation forms. Participants will get a fresh look at how information literacy assessment can benefit from upstairs-downstairs collaboration (floor plan not included)!
This document provides the schedule for the Teaching and Learning with Innovative Connections (TILC) 2018 conference taking place May 8-9 at Radford University. The schedule outlines the various presentations, keynotes, lightning talks, and social events during the two-day conference. On Wednesday May 9th, the keynote speaker Jennifer Ferretti will present on "Art is Information: Countering the 'Neutral' Classroom with Pop Culture and Social Justice". Presentation sessions are scheduled throughout the day in various classrooms covering topics such as using audience analysis in instructional design, incorporating poetry in teaching research skills, and exploring genre and scholarship as conversation.
This annual report summarizes the programs and services provided by the Palisades High School library media center over the past year. Key highlights include increased usage of the library and resources, the addition of a student helper program, and support provided to teachers and students through instruction, resource curation, and individual assistance. Goals for next year are to continue meeting the needs of students and teachers.
The mission of the library is to ensure students and staff know how to find, assess, interpret, and synthesize information by providing access to information in various formats and designs learning strategies to meet student needs. The library prepares students for post-secondary education and lifelong learning. The presentation provides resources on the French Revolution and tools for collaboration and accountability.
Who do they think we are? Addressing library identity perception in the academyAnnis Lee Adams
This document summarizes a presentation given at the CARL Conference on April 6, 2014. It discusses a presentation given by Margot Hanson from California Maritime Academy and Annis Lee Adams from Golden Gate University titled "Who do they think we are? Addressing library identity perception in the academy." The presentation looked at how librarians are perceived by others and discussed research into how academics write about libraries and librarians online. It provided an overview of several studies and articles on topics such as the value of academic libraries, how academics use online forums, online disinhibition effects, and analyzing comments on library-related articles. Attendees were asked about their experiences with online commenting.
This document discusses changes in libraries and metadata that require technical services librarians to adapt. It notes that technology, collections, users and metadata have all changed, requiring new priorities and strategies. Technical services must focus on user needs rather than traditional methods, achieve efficiencies through workflow redesign, optimize existing metadata, and integrate library data with other sources to make collections more visible and usable.
This document discusses how technology can enhance education by allowing students to collaborate online, access resources asynchronously, and take some classes fully online. It provides examples of students blogging, using wikis and podcasts, video conferencing with experts, and accessing classroom materials anywhere through a school learning network. The document also addresses ensuring internet use supports families' values through open communication and setting boundaries.
Teacher librarians and evidence based practice. A description of the model as a result of doctoral research. Includes illustraions of practice as a way to unpack the model.
The document discusses evidence-based practice for teacher librarians. It presents a holistic model of evidence-based practice that involves both purposefully engaging with evidence through seeking and scanning, as well as unintentionally encountering evidence through accidental findings and receivings. The model is based on a literature review that identified core beliefs about the role of teacher librarians and school libraries. Examples are provided of different teacher librarians and the diverse ways they gather and use various types of qualitative and quantitative data as evidence.
This document summarizes a student's analysis of creating a literate environment for early literacy learners. The student learned that it is important to get to know students, monitor their literacy skills, and use various assessment tools. The student administered a reading motivation profile and used a literacy matrix to select a balanced variety of narrative, informational, and semiotic texts at different readability levels. The student incorporated interactive, critical, and response perspectives to teach reading in a holistic way and help students make emotional connections to texts. Overall, the student gained a better understanding of the key elements needed to create an enriched literate environment for early learners.
Untangling the evidence : theory and practiceAnn Gillespie
The document discusses a theoretical model for evidence-based practice for teacher librarians that involves both purposefully engaging with evidence through activities like seeking and scanning, as well as unintentionally encountering evidence through accidental findings and receivings. Several case studies of teacher librarians are presented to illustrate diverse approaches to gathering data and building an evidence base to advocate for the school library. The model suggests evidence-based practice for teacher librarians should incorporate both deliberate and serendipitous ways of engaging with and encountering evidence.
This workshop will introduce academy leaders to a research-based model for improving adolescent literacy. Over two sessions, participants will learn how focusing on literacy can boost student success in academics and careers. They will discuss what literacy looks like in different career fields and how leaders can support literacy-rich teaching. Participants will receive a book and materials on adolescent literacy. The presenter, Julie Meltzer, is an expert on adolescent literacy and professional development.
Principles and Standards: Librarians as Learning SpecialistsJohan Koren
This document discusses the evolution of librarians as learning specialists. It traces how over time from the 1950s to the present, standards and research have increasingly recognized librarians' instructional role in collaborating with teachers to help students learn. Where librarians were once seen mainly as keepers of materials and study hall monitors, they are now understood as curriculum leaders and designers who coach teachers and model best practices in learning. Research shows the instructional responsibilities of librarians have clearly developed over the past decades as they utilize new technologies and help design instructional activities and assessments.
The document summarizes research showing a positive correlation between effective school libraries led by a qualified librarian and student academic achievement. Key findings include:
1) Studies in the US, Canada, and Australia found higher test scores in schools with well-resourced libraries, information literacy instruction, and collaboration between librarians and teachers.
2) Specific benefits included improved reading scores, test scores across subjects, and development of skills like research, critical thinking, and independent learning.
3) Elements of effective school libraries included a credentialed librarian, information literacy integrated into teaching, and collaboration between librarians and other teachers.
Campus presentation on potential research and my personal teaching learning b...leadchangeagent
This document discusses the use of personal learning environments (PLEs) for publication purposes. It describes how a group of educators created their own PLEs using various digital tools and literacies. Their online discussions revealed the skills needed to curate information sources and form a learning network. The publication shares their individual perspectives on personal and professional learning.
Value of the loras college library without notes and animationsJoyce Meldrem
The document discusses how the Loras College Library contributes to student success and retention in several ways. It provides resources and spaces that support learning, hosts instruction sessions improving students' research skills, and fosters a sense of community through partnerships, programming, and a welcoming environment. Studies show student use of the library is linked to higher GPAs and persistence, while library expenditures are correlated with increased retention and graduation rates at other institutions.
Korea University OER for ELT Presentation and WorkshopAlannah Fitzgerald
This document provides an overview of a workshop on open educational resources (OER) for English language teaching held at Korea University. It discusses OER tools and collections from the FLAX project that can be used for English language teaching and learning. It also covers promoting, training, and evaluating OER resources as well as broadening the vision of OER stakeholders to include open and distance learning and international collaboration. Finally, it discusses the UK OER International program and crowd-sourcing open resources for English language teaching.
This document discusses creating a literate environment for early literacy learners. It emphasizes that literacy programs should be based on students' interests and abilities. The classroom should foster a safe, respectful community where the teacher and students work as a team to support each other's learning. Getting to know individual students involves assessments, observations, conferences and understanding their backgrounds. Text selection is also important and should expose students to a variety of genres from narrative to informational. Interactive reading helps develop comprehension and critical thinking skills that students will continue to build upon.
Review of the Spring 2014 Semester LIBR 263Susan Higgins
This document summarizes a course on children's literature and youth services. It discusses how assignments were designed to meet learning outcomes and develop skills. Specifically, a PowerPoint presentation aimed to engage students in collaborative learning and modeling of genres. The most challenging aspect for the instructor was addressing the complex social aspects of reading and libraries. Scholarly critiques allowed students some choice in exploring these issues. Overall, the goals were to develop professional competencies needed for working with children and youth in schools or public libraries.
Teaching teen readers[1]_Longwood Summer Literacy Institute 2011lori_donovan
This document provides a summary of 10 toolkits for teaching adolescent literacy. The toolkits are designed to help engage teen readers and develop reading skills. The first toolkit involves using interest inventories to find material that connects to students' interests. Other toolkits involve catalog searching, previewing books in the library, scavenger hunts, book talks, read-alouds, tracking books read, and using children's books to inspire writing. Research discussed suggests reading skills decline in adolescence but are important for life success, and the toolkits aim to reverse this trend by making reading fun and relevant for teens.
Presentation for the Special Libraries Association Annual Conference, Panel on "Optimal Learning through Collaboration: How, Why, Who, and Where?", June 11, 2013, San Diego, CA.
Integrative Role of a Library for UndergraduatesWil Weston
This was my ACRL Presentation in Seattle, WA in March. It is a shorter version of my doctorial work and focused more to a library and information science audience.
The newsletter provides updates from the School of Library and Information Sciences at North Carolina Central University. It discusses the upcoming retirement of Dean Irene Owens after 11 years. During her tenure, the school achieved several "firsts" including new certificate programs and collaborations with other institutions. It highlights activities of the student chapters of library organizations, including fundraisers and tours arranged. Recent upgrades to classroom technology are noted. Finally, it summarizes a lecture given by alumna Rebecca Vargha on the future of the profession in the digital age.
The Role of the Library in Promoting Student in Learningdiaryinc
This study examined data from over 300,000 student surveys between 1984 and 2002 to understand the relationship between student experiences with academic libraries and desirable college outcomes. The data showed that while library use did not independently contribute to outcomes, it was related to important educationally valuable activities like information literacy. Because information literacy skills strongly predict students becoming information literate, librarians should collaborate more to promote the value of these skills and help students evaluate information quality.
This document summarizes a presentation about literacy development for emergent and beginning readers. It discusses the importance of getting to know students through assessments, selecting appropriate texts, and developing lessons. Specific assessment tools and instructional strategies are presented for emergent and beginning literacy, including using twin texts, increasing writing time, and differentiating instruction based on students' literacy levels. The document emphasizes adapting instruction to individual students and creating print-rich environments that foster literacy development.
The document describes the development of a library curriculum by the Parkway School District library team. They created student-focused "I Can" statements aligned to standards and expanded them into "Library Media Expectations". The curriculum has four strands - Find, Use, Share, Enjoy and Grow information. It is organized by grade level in an online guide. The team evaluated how the library program was evolving and used guidance from professional organizations to develop the curriculum to better support student learning.
Similar to The Life And Times Of An Embedded Librarian Outline (20)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A Strategic Approach: GenAI in EducationPeter 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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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The Life And Times Of An Embedded Librarian Outline
1. The Life and Times of an Embedded Librarian Galadriel Chilton
Presentation Outline
Speaking Points
o Introduction
Agenda
o
o What is an embedded librarian?
o What I did and what my colleague Jen Holman is doing.
o An embedded librarian: Why or why not?
o Tools for embedding
o Your thoughts & questions
What is an embedded librarian?
o
It depends on who is embedding…
o
Inspired by the phenomenon of embedded journalists during the
o
Iraq war, but embedded librarianship has taken on a variety of
forms. First I‟ll give you a few examples of embedded
librarianship, and then explain what I did.
Examples
o
In 2004, Steven Bell and John Shank proposed the concept of a
o
„blended librarian‟ as a “blueprint for redefining the teaching and
learning role of academic librarians” (p. 372) by taking skills of
traditional librarianship and blending them with the tools and
skills of an information technologist‟s hardware/software abilities
and an instructional designer‟s “ability to apply technology
appropriately in the teaching-learning process” (p. 373).
Barbara Dewey from the University of Tennessee and Knoxville
o
describes embedded librarianship as a concept that
“…implies a more comprehensive integration of one group with
another to the extent that the group seeking to integrate is
experiencing and observing, as nearly as possible, the daily life of
the primary group. Embedding requires more direct and
purposeful interaction than acting in parallel with another person,
group, or activity” (6).
In her article, Dewey sees embedded librarianship as a means
through which academic librarians become more integrally
involved in strategic campus development and growth: through
faculty senate, strategic planning committees, space/campus
design involvement, collaboration with faculty research, etc.
Libraries & Technology Conference Page 1 of 10 March 19, 2009
2. Speaking Points
However, in most academic libraries, the embedded librarians
o
tend to support information literacy instruction and to virtually
embed, focusing on support of distance and online students,
students who were missing campus info lit sessions.
I‟ve also read about „field librarians‟ or embedded librarians that
go to the physical space of their users to provide support.
In Health Science Libraries, embedded librarians appear to be
o
known as “informationists” and provide medical staff w/
research/reference support in a clinical setting for specific
medical teams. NIH began using this model in 2004.
At the University of Rhode Island, Pulaski Technical College, and
o
the Community College of Vermont, embedded librarians are
embedded librarians provide online students with library
instruction experiences that were not previously available.
Though not referred to explicitly as an embedded librarian
o
program, librarians at the Weill Cornell Medical College in Qatar
have a service objective to “infiltrate the curriculum in such a
way that librarians become part of the student and faculty
workflow”. In this example, one librarian was the liaison for a
single course and the librarian met with at least one student from
the students‟ working group each week at the
recommendation/endorsement of the professor.
At Penn State, Erie, Russell Hall‟s experience as an embedded
o
librarian for a freshmen speech class is completely face2face. He
attended every class session and provided two library instruction
sessions: one on library databases and one on web evaluation.
At Daniel Webster College in New Hampshire, embedded librarian
o
Michael Hearn teaches 3.5 information literacy sessions and grades
students‟ bibliographies for a general education English course.
For me, being an embedded librarian is a means of significantly
o
enhancing information literacy instruction and incorporates
Dewey‟s definition as well as Bell and Shank‟s concept of a
blended librarian. I‟m blending librarianship as well as technology
and teaching skills, and also blending/embedding into the
student-teacher interactions that occur during a semester.
What I Did and What My Colleague Jen Holman is Doing
First I‟ll give you a little background:
o
UW-L is located in La Crosse, Wisconsin; population 52,000
o
2,305 first year students came to UW-L in fall 2008
o
79% of these students were in the top 25% of their class
o
Course Info
o
Description of CST 110: Public Oral Communication
o
Required element of UW-L‟s General Education Curriculum
o
# of CST110 sections: 46 in Fall 2007; 36 in Spring 2008. 43 in
o
Fall 2008; 37 in Spring 2009.
Libraries & Technology Conference Page 2 of 10 March 19, 2009
3. Speaking Points
The Communication Studies Dept. has a history of
o
collaboration with the library – their learning outcomes for this
freshman class include information literacy – and all CST110
instructors bring their classes to the library for an instruction
session.
Becoming Embedded
o
Established, and positive relationship with Joseph Van Oss, the
o
instructor the classes I was/am the Embedded Librarian.
What I did:
o
Refer to PPT for Fall and Spring comparisons
What Jen did or is doing:
o
Refer to PPT for Fall and Spring comparisons
In Fall 2008, I was out of the office on extended leave and my
o
colleague Jenifer Holman, Acquisitions and Periodicals
Librarian, kindly agreed to be the embedded librarian for Van
Oss‟ classes (3 sections each semester). Then, when scheduling
prevented me from being an embedded librarian for Van Oss
this semester, Jen happily stayed on.
An embedded librarian: why or why not?
Why? To match what I know…
o
Word of Mouth is Very Powerful
o
Human Nature: “78% of global consumers say they trust and
believe other people's recommendations for products and services
- more than any other medium, including newspapers,
conventional and online advertising.” (Brand Strategy)
Undergraduate Library Use: According to Ehtelene Whitmire‟s
study of undergraduate library use, two top factors contributing to
undergraduates‟ use of the library during their first 3 years of
college include high school library experience and interactions
with/recommendations by their college professors.
UW-L Students: As part of a Marketing class, 5 students conducting
a study of our newly opened Library Café. Part of their work
included a survey where they found that 95% of student
respondents were aware that Murphy‟s Mug existed and that “the
top two ways students heard about Murphy’s Mug were by
word-of-mouth and by seeing in the library.”
My thought was that if word of mouth is so powerful, then perhaps
the professor‟s endorsement of me as a librarian for their class
would encourage students to seek research assistance.
Then we have Today’s Students
o
At the beginning of each semester, Joseph Van Oss, the CST110
professor with whom I‟m working asks his students
Libraries & Technology Conference Page 3 of 10 March 19, 2009
4. Speaking Points
Do you see yourself as fully an adult, or still getting there?
Vast majority say they are definitely still getting there.
This suggests that a little more hands on, a little more
hand-holding may be helpful to students
Raised by Helicopter Parents
Results of 839 parents surveyed by the College Parents of
America indicates that 74% of parents communicate with
their children 2-3 times a week, and that one out of three
talked to their kids daily! (Rainey, A., 2006).
In a recent Chronicle of Higher Education article reporting
survey results of students‟ views on helicopter parents, it
was noted that students want the parental hovering and
that in college students don‟t trust anyone as much as
their parents. (Hoover, E., 2008).
Students seek help with their college work, often asking
their parents for help editing their papers (Marshall, A.,
Burns, V., and Briden, J., 2007).
So, it‟s not that students don‟t seek help with their
academic work, it‟s just that they are used to very close,
personal, relationships with an established trust
Which brings us to the question - Who do they trust?
In his article on the “Good News Generation” John Leo
cites a 2003 Gallup poll saying that “90% of teens say they
are very close to their parents” and also notes that
“Millennials are apt to trust their parents, teachers, and
police…and are likely to trust presidents too” (Leo, 2003).
Note how “librarians” didn’t make the millennials trust
list!
Yet, as Curzon-Hobson writes in “A Pedagogy of Trust in Higher
Learning”, “…trust is a fundamental element in the pursuit of
higher learning for it is through a sense of trust that students will
embrace an empowering experience…” (p. 266). “…without this
sense of trust, the dialogical learning experience will be
restricted…” (p. 276).
So, if word of mouth is powerful, students trust their professors,
and trust is essential for higher learning such as information
literacy skills, then perhaps being an embedded librarian would
help students gain trust in librarians and libraries and this trust
would enable them to learn a foundation of library skills that
would be with through college and beyond.
Establishing Trust Now = Established Library User
Libraries & Technology Conference Page 4 of 10 March 19, 2009
5. Speaking Points
Benefits of Embedded Librarianship for…
Students
It appears that when there is an Embedded Librarian, students are more
apt to reach out for research help:
I‟ve always added my contact information to PPTs and worksheets used in
information literacy instruction sessions. Yet rarely would I hear from
students…
In one year for example – August 2006 to July 2007, 24 students
o
contacted me for research help.
During my first semester of being embedded in Fall 2007, 61
o
students contacted me.
In spring 2008 I heard from 74 students asking for research help.
o
After each speech, Joseph Van Oss gives his students a self-
o
reflection questionnaire. When I was embedded, he added the
following question:
“Did you work with Galadriel Chilton (or any other library staff on
your research for this speech? If so, please describe how you
worked with her and what help you received from her. Do you
have any suggestions or comments about improving the research
process?”
In Fall 2007, 83 Responded:
o
28 said yes.
“I used all of the sites she suggested, it helped a lot!”
“Yes, she sent me some websites I would be able to
use for my speech, she was very helpful. I even
asked her for sites for my friend and she was again
very helpful.”
“She helped me with different keywords to help find
sources.”
“The help she gave on the research day was extremely
valuable.”
“She sent some valuable sources.”
“She helped me to figure out keywords I should use for
online research.”
“Yes, I made an appt. w/ her and she helped me find
lots of good info on EBSCOhost and other Internet
sources.”
41 said no w/o further explanation.
7 said no because they used they referred back to what they
learned in the library instruction session and the class
worksheet and PPT and didn‟t need further help.
5 said no, but said that they were familiar with using library
databases due to instruction received in high school.
Libraries & Technology Conference Page 5 of 10 March 19, 2009
6. Speaking Points
9 said no, but that they should have and that they planned to
do so for the next speech.
Me
Very positive collaboration with professor
Increased interaction w/ students
Endorsement by professor helps establish student trust in the
reality that librarians can help them (word-of-mouth
marketing)
Greater understanding of students‟ assignments and abilities,
professor‟s expectations
Greater insight into students‟ perceptions of library resources
(i.e. “sites” “EBSCOhost” rather than name of databases, etc.)
Serendipitous discoveries through conversation with professor
led to improvements in instruction session contents:
Need for students to have visuals as part of their
presentations
How two speeches related to one another
Students‟ lack of knowing/understanding “what is an
article database?” (use of title lists and vehicle
make/model analogy)
Flexibility to follow-up on instruction session instead of
rushing and trying to cram everything into one 55 minute
session.
Take Out Box Handout
Jing
One-on-One Interactions
Concrete information about what students know after
library instruction session: quiz data!
The Spring 2008 midterm for the three classes I am
currently working with included four questions
specifically about library resources and information
literacy, these questions drew directly from the
content covered during the class‟ information literacy
instruction sessions.
Students‟ responses are very insightful to their
knowledge and provide info for me to think about how
to improve/refocus instruction sessions and to
illuminate discussion points for professor and I to talk
about what is important to both of in terms of
information literacy.
Gaining concrete user experience knowledge that informs practice of
o
librarianship (e.g. E-resource management, etc.).
Gaining overall knowledge of where information literacy skills are
o
really lacking. (e.g. I had been beginning information literacy sessions
Libraries & Technology Conference Page 6 of 10 March 19, 2009
7. Speaking Points
by giving students time to brainstorm about their topics; however, I
believe that this is not enough. In recent conversations with Van Oss,
we‟ve come to the conclusion that students need far more help
refining and defining their topic first.
Professor
Direct library referral for students instead of “go talk to a
librarian”
Direct connection with a librarian who can provide feedback on
what students are seeking help with research and tip-offs for
students needing extra assistance
Comments on the benefits:
“Students are significantly more likely to ask for guidance or
assistance. They are also more likely to use library resources
instead of relying on unvetted, free resources.”
“…I believe that students see CST 110 more positively and as
more valuable when there is an EL. I do believe that EL is part
of the reason SEI scores (student evaluations) jumped up last
semester.”
EL expands info-lit component of my course: “A few years
ago, information literacy was a matter of making an
appointment for 55 minutes of dreadful material that was not
knit into the fabric of the course at all. Now our EL is so
tightly integrated into the course that I see signs of something
new: Information literacy is part of CST 110 almost from
beginning to end.”
Comments on Challenges:
“I can't really say that there is any downside at all. For the
instructor, there is a little bit of extra time spent on
communicating with the EL, but that's a small investment that
pays enormous dividends.”
“For example: When our EL sends a student an email, I am
copied. It takes a little time to go over each of those
messages and sometimes I'll follow up with the student
individually. That level of attention and personalized coaching
is highly valued by students and practical only when sustained
over the semester in an EL relationship.”
Differences in Speeches for Students w/ or w/o EL?
“EL seems to bring the greatest benefit to middle achievers.
In this segment I definitely see more consistent, thoughtful
use of higher-quality resources.”
“For extreme high and low achievers, EL makes a little less of
a dent. The high achiever may perceive that she/he does not
need research help, and the low achiever sometimes fears
asking anyone at all for help lest his/her deficit or delay come
under glare.”
“However, even in these groups, we've seen that EL does serve
some students far better than an ordinary
Libraries & Technology Conference Page 7 of 10 March 19, 2009
8. Speaking Points
instructor/course/librarian relationship. Some high achievers
do ask for help, and students who need research help in a
remedial manner are much more likely to ask for it. Several
times I've told a procrastinator to quot;run, don't walkquot; over to
Murphy [Library], and the EL relationship has made it far
easier to get those people back on track.
Other Thoughts on EL?
“Ego has never been an issue in the relationship with my EL
colleague. But there are some egos on campus and I can
imagine that an instructor's ego could easily strain an EL
relationship.”
“In the second semester of EL, we dramatically increased the
level of integration of EL into the course. We both saw that
this made sense. To any other instructor contemplating taking
on an EL, I would recommend this: Regard your EL, and
present your EL to your students, as a co-instructor.”
“I do think EL demands a librarian who thinks like a teacher
and is dedicated like a teacher. Under EL the
student/librarian relationship is a real pedagogy that
deserves to be taken seriously.”
What Jen Thinks
o
Here‟s what Jen says about her embedding experience…
Challenges
Helping students help themselves vs. spoon feeding
o
Mitigating (use technology):
Jing for short hot topic segments
Take out box handout
Instruction session worksheet where students work
through exercises and make discovers
Forwarding static links to search results and/or search
strategies rather than just sending articles
Time
o
Mitigating:
Scheduling office hours
Working with professor to refer students during office
hours and already scheduled reference time
Answering all e-mails at once rather than upon arrival;
answering e-mails while at the reference desk
Recycling/reworking replies for similar topics
Referral to other librarians (e.g. government docs
librarian)
However, embedded librarianship does take time, more time
than a one-time classroom presentation on how to use the
library. But for me, being embedded is by far a higher quality
approach to information literacy instruction and it gets to the
Libraries & Technology Conference Page 8 of 10 March 19, 2009
9. Speaking Points
heart of what I believe is important for librarians in this
Google age: understanding users, analyzing their needs and
skills, and then providing very personal guidance to them.
My Toolbox
o Course Management System (D2L)
o Remaining visible, posting quick tips, follow-ups
o E-mail
o Primary means of interacting w/ students
o YouTube
o Where is your embedded librarian?
o Meebo
o Point-of-Need contact via Database pages
o Jing
o Short how to clips (i.e. finding a book in the library catalog)
o Facebook
o Understanding students‟ world (tagging photos, like article
„tags‟ subjects in databases
o Alternate communication point
o LibData
o Customized course pages with integrated learning objects.
Attendee Thoughts & Questions?
Bibliography
Bell, S. J. & Shank, J. (2004). The blended librarian: a blueprint for redefining the teaching and
learning role of academic librarians. College & Resource Library News, 65(7), 372-375.
Cmor, D. & Marshall, V. (2006). Librarian class attendance: methods, outcomes and opportunities.
IATUL Annual Conference Proceedings, 16, 56-61.
Consumer trust: Word of mouth rules. (2007, November). Brand Strategy, 40-41. Retrieved March
10, 2008, from ABI/INFORM Global database.
Corson, A., Hurdis, S., Miske, T., Putnam, S., & Woida, E. (2007). Coffee Shop Conundrum.
Unpublished manuscript. University of Wisconsin – La Crosse, La Crosse, WI.
Curszon-Hobson, A. (2002). A pedagogy of trust in higher learning. Teaching in Higher Education,
7(3), 265-276.
Dewey, B.I. (2004). The embedded librarian: strategic campus collaborations. Resource Sharing &
Information Networks, 17(1/2), 5-17.
Hall, R.A. (2007). The “embedded” librarian in a freshman speech class: information literacy
instruction in action. College & Research Libraries News, 69(1), 28-30.
Hearn, M. R. (2005). Embedding a librarian in the classroom: an intensive information literacy model.
Reference Services Review, 33(2), 219-227.
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10. Hoover, E., & Supiano, B. (2008, January 24). Surveys of students' views complicate spin on
'helicopter parents.' The Chronicle of Higher Education. Retrieved February 19, 2008, from
http://chronicle.com/daily/2008/01/1355n.htm.
Leo, J. (2003, November 3). The good-news generation. U.S. News & World Report, 135(15), 60.
Retrieved December 17, 2007, from Academic Search Premier database.
Marshall, A., Burns, V., & Briden, J. Know your students. Library Journal, 132(18), 26-29.
Matthew, V. & Schroeder, A. (2006). The embedded librarian program: Faculty and librarians partner
to embed personalized library assistance into online courses. EDUCAUSE Quarterly, 29(4), 61-
65. Retrieved March 1, 2008 from http://www.educause.edu/ir/library/pdf/eqm06410.pdf.
Rainey, A. (2006, April 14). Survey provides further evidence of high parental involvement with
college students. Chronicle of Higher Education, 52(32), A39. Retrieved December 17, 2007,
from http://chronicle.com/weekly/v52/i32/32a03903.htm.
Ramsay, K. M. & Kinnie, J. (2006). The embedded librarian. Library Journal, 131(6), 34-35.
Shumaker, D. & Tyler, L. A. (2007, June). Embedded Library Services: An Initial Inquiry into
Practices for Their Development, Management, and Delivery. Presented at the Special
Libraries Association Annual Conference. Denver, Colorado. Retrieved March 10, 2008 from
http://www.sla.org/pdfs/sla2007/ShumakerEmbeddedLibSvcs.pdf.
Stewart, V. D. (2007). Embedded in the Blackboard jungle: The embedded librarian program at
Pulaski Technical College. Arkansas Libraries, 64(3), 29-32.
Whitmire, E. (2001). The relationship between undergraduates‟ background characteristics and
college experiences and their academic library use. College & Research Libraries, 62(6), 528-
540. Retrieved February 28, 2008 from
http://www.ala.org/ala/acrl/acrlpubs/crljournal/backissues2001b/november01/whitmire.pd
f
Libraries & Technology Conference Page 10 of 10 March 19, 2009