Embedded Librarian

Guidelines for Embedding a Librarian

This document is a guide to help English faculty who want to establish an embedded librarian in their classroom.

What is an embedded librarian?

Embedded librarians partner with faculty within a specific course to support student success, retention, and persistence, most specifically in the realm of information literacy. An embedded librarian works closely with the faculty and students enrolled in the course, and is familiar with the content, assignments, and outcomes of the course. The librarian participates in the class via Canvas and/or within live class meetings.

Why should I consider embedding a librarian in my course?

An embedded librarian can benefit both faculty and students in the following ways:

• Provides appropriate and timely library instruction within context of course units and throughout the course
• Offers additional support to faculty (e.g., assisting with source identification for specific assignments, partnering to respond to student work)
• Offers additional support to students -- individually and as a class
• Helps students build effective academic habits
• Reinforces academic expectations regarding information literacy based upon the ACRL Framework for Information Literacy for Higher Education, and thus supports student achievement of CMC’s Institutional Student Learning Outcome for information literacy
• Builds connectivity between course and library resources, fostering a productive working relationship among students, librarians, and faculty. Embedment is an easy, instant reminder to students that a librarian is available to help.
• Increases student exposure to library resources and librarians (who are actual people!) and increases likelihood that students will use these resources now and in the future, which increases chances of student success, retention, and completion
• Increases quality of student research
• Models a faculty-librarian relationship as a collaborative process through scholarship as conversation
• Provides context for understanding course assignments and expectations
• Establishes easy and direct communication between students and librarian
• Helps students and faculty navigate the complicated and often overwhelming information landscape
• Offers students objective academic support

Embedded Librarians: A Menu of Support

An embedded librarian’s presence and function in your course will be tailored to your specific needs. Keep in mind that any effective collaboration is well-timed and well-planned. If you are just starting out with an embedded librarian, start small. Think of the touchpoints you want the librarian to have with you and the course, and create a solid, basic foundation for the first semester. You can build upon that foundation in subsequent semesters.

Below is an outline of some of the topics covered in CCR as well as ENG-121 and ENG-122 courses and where/how an embedded librarian can provide support.
 

How do I establish an embedded librarian in my course?

If a faculty chooses to embed a librarian, here are the steps to follow: 

1. Make Contact: Go to https://library.coloradomtn.edu/c.php?g=1054081 and review the librarian profiles. Then, make contact with the librarian of your choice or fill out the linked form.
2. Discuss Goals: Faculty and librarian meet to discuss specific needs and desired outcomes. This initial meeting is important to establish agreed-upon expectations and to set the tone for your collaboration. Consider the following:
   • What are the course objectives, and what are the goals for this collaboration?
   • How will the librarian be scaffolded into the course for targeted, intentional course and student connections? What are the specific touchpoints the librarian will have with course content, assignments, students, etc.?
   • What is appropriate/expected of the embedded librarian within the Canvas course space (i.e., posting announcements, replying to discussions, creating content pages)?
   • How will the librarian be introduced in the class? How will the librarian’s role be defined/communicated to students?
   • How often will the faculty and librarian meet to share feedback/collaborate?
3. Add User: Faculty adds librarian to Canvas course. It is recommended that librarians are added with the role of CMC Librarian to the Canvas course. This helps to clarify for students the role of the librarian and ensures librarians’ permissions are aligned with the support she/he will be providing. For help with this step, use this guide. The librarian’s presence in the Canvas course allows the librarian to view course assignments and deadlines, fostering proactive and timely support.
4. Tailored Support: Librarian tailors support to students and faculty in the course, and agreed-upon library instruction is provided within the context of the course units and throughout the course. Faculty and librarian should maintain intentional communication/collaboration throughout the course. Both faculty and librarian remain flexible to address needs as they arise. The librarian’s level of involvement may be adjusted at any time.
5. Assessment: Where appropriate, but certainly at the end of the course, feedback should be gathered to assess value/benefit of embedded librarian/library instruction. This feedback should be used to refine and improve the collaboration.

Suggestions for Success

• Establish clear expectations from the start of the collaboration. Setting boundaries early will make for a stronger collaboration.
• Faculty and librarian communication should be open and honest and regular (follow up and follow through).
• Intentionally integrate/scaffold the librarian/library services throughout the course. Think strategically about where and how the librarian’s presence in your course space will augment student learning.
• Scaffold “repeats” of key information in new ways (i.e., repeatedly learning small pieces of information over time leads to new knowledge).
• Have the librarian introduce self to class (e.g., video on a content page, announcement to class, dropping in on a live class meeting, responding to an opening discussion) to establish presence as part of the learning community.
• Introduce virtual library and campus library resources early in the course. This might be done with a pre-recorded video or live session (WebEx or Studio video), followed by a discussion assignment or invitation to ask questions/provide feedback.
• Reinforce concepts presented by librarian with self-check or graded quizzes.
• Provide synchronous and asynchronous connection points for students with librarians.
• Consider including an open-ended, ungraded discussion space for students to interact directly with the librarian within Canvas.
• Embed appropriate links/resources within your Canvas course (e.g., librarian’s appointment calendar, CMC Libraries videos, etc.).
• Plan interactive research/navigation lessons with librarian (students doing hands-on work, not just watching a demo).
• Consider use of pre- and post-course surveys focused on student learning.
• Plan to assess the experience, honestly identifying what worked and what didn’t, and writing down ideas so they can be implemented in the future.

To read more about embedded librarianship, see more resources here.

Last updated 31 July 2020