Embedded Librarian Challenge Three: Understanding the Context

As the course progressed, my role as an embedded librarian seemed to evolve into something unexpected. After the students and faculty came to me with some questions, I realized I had to spend time understanding the context, such as:

• what instructor expected students to accomplish 
• instructor's criteria to grade students' papers 
• how to write a scholarly paper 
• how to cite and reference in APA format
• what students were required to read
• what supplemental materials students had access to
• what resources students were expected to use for their papers

This is more than an one-time-shot lecture or presentation! More than just helping students searching for and retrieving information. To embrace these challenges, I spent time doing the homework: 

• went through course syllabus carefully
• read and understand instructor's grading rubric for course papers
• reviewed instructor's class presentation slides by modules
• requested an access code from the college to review supplemental online materials (e.g. quizes and assignments) associated with the course required textbook
• learned about chapters of the course required textbook
• contacted the instructor when I had questions
• got myself familiar with APA book 6th edition 

The homework really injected me with confidence providing assistance to students and the instructor. Now students' grades were distributed and my work was done, and as commented from the course instructor, done beautifully! 

Embedded Librarian Challenge Two: Librarians' Role in the Course Syllabus

I do believe to be successful in any project, the goal or objectives have to be defined and made clear the same as you plan to drive long distance. You have to know what your destination is. So does the Embedded Librarian Pilot Project. A written proposal is not enough, librarians' specific roles have to be reflected or described in the course syllabus. After some looking and asking around, I was not able to find what I needed. Most embedded librarians were listed either as co-instructors or research assistants with contact information in the course syllabi without detailing their roles. I turned to Mr. David Shumaker for help. His pointer was very helpful:

"The course-embedded librarian can take many different roles, such as presenting in-class information literacy instruction, meeting with students individually or in teams to counsel them on research projects, collaborating with the instructor to specify assignments, grading assignments, posting help and comments to the course website, etc.  So the first task is to define your role in consultation with the instructor. Then you will know how to describe your role in the syllabus."

After discussing with the course instructor and program coordinator, embedded librarian services were officially included in the course syllabus:

"The embedded librarian works with the course faculty to achieve the goal of improving each student’s scholarly writing, library, and research skills by providing the following services: 

• Assisting with and providing training on locating, retrieving, and evaluating information for course assignments and/or research projects.
• Providing help with using information management tools such as EndNote for course assignments and to organize references.
• Answering questions posted on course discussion board, Embedded Librarian FAQ.
• Linking library resources to the course by creating a course research guide using LibGuides.
• Maintaining the course blog related to writing and research such as Tip of the Week related to library research."

As the course progresses, am I doing what were expected in the syllabus? More challenges are on the way...

Embedded Librarian Challenge One: A Workable Proposal

It took several months for me to start a new project: the Embedded Librarian Pilot Project: a pilot program between the library and the College of Nursing. I will be officially embedded in a nursing distance course this summer.  Being given this excellent opportunity was not happening overnight. Getting to this point met with lots of challenges. I will be using this blog to post my thoughts, hopefully, helpful for the-to-be embedded librarian.

Is there a perfect match?

The first challenge was to come up with a workable proposal for both parties involved in the project. When gaps appear between expectations and reality, passion and feasibility, needs and priority, the best way was to set back, rethink, and take a different approach or take another strategy. It will be more likely to be successful if the proposal comes directly from the customer group rather than the librarian himself/herself. The proposal has to state the librarian's primary role in the course focusing on utilizing their expertise such as enhancing student information literacy competencies, library researching skills, information searching, information retrieval, and information management. When you can get to this point, way to go!

The Joy of Collaboration, Teaching, and Learning

As a health sciences librarian, I consider myself pretty lucky to be given the chance to co-teach with Dr. Cynthia Russell in a 2 credit course: NSG505 Informatics for Healthcare since 2006. In the previous two years, part of the class that I was involved in was assisting students researching and searching for information on WebQuest clinical topics. As for 2008 class, we challenged the students to research on the current hot topics in healthcare: never events. The assignment was the development of a comprehensive wiki page focused on a specific never event or never events in general (25% of course grade) of their choice. More than 70 students signed up for 28 never event topics with three in a group each researching on background information about a never event, the effects of a never event from different perspectives (e.g., family, healthcare professionals, healthcare facilities, and insurers), and other arguments or supportive strategies a never event should or should not be on the list. The challenge for students came from two aspects: searching for relevant and quality information to answer questions, and synthesizing and conveying the information onto a wiki page. This offers a great opportunity for students to demonstrate how well their information technology (IT) competencies and information literacy (IL) competencies were as most of them belong to Generation Y. As they think they are computer savvy, when it comes to research and professional activities, are they as good as they claim to be?

During the course students looked for information and worked on their wiki pages, I was swamped, crazy, but happy to help them. Especially the few days before the due date, I received more than 90 email requests, provided more than 20 one-on-one consultations, and got more than 20 SMS messages. In addition, I delivered mini-talks before each face-to-face class on library skills and tips on searching for information using library resources and online resources. The assignment itself was also a challenge to the instructors. We designed just-in-time guides, tutorials, and handouts put on the course wiki page and Blackboard to help students with searching and finding related information. We also brought in a nursing PhD student to assist students in locating information for their assignments. The nursing faculty, the health sciences librarian, and the nursing PhD student have only one goal in mind: help students to achieve success.

I was inspired and impressed as the course moved forward, especially the two learning just-in- time modules developed by Dr. Russell: Searching for Web Resources and Distinguishing Types of Literature. When librarians develop online tutorials or subject guides, they always ask themselves what their patrons need. Few has the answer and just do it out of their own creativity and assumptions. I think these two narrated slide presentations give librarians some ideas on what the students need and what the teaching faculty expect of librarians.

What I have learned from the teaching faculty included innovative ways in using technology to deliver teaching content; creative teaching methods to engage students in learning and critical thinking; and enthusiasm in guiding and helping students. Seeing students grow I feel myself grow, too.