MOVING FROM INTROVERTED TO EXTRAVERTED EMBEDDED LIBRARIAN SERVICESValerie Knight & Charissa LoftisWayne State College

Wayne, Nebraska

15th Distance Learning Services Conference, April 2012

CONTENTS

What is an Embedded Librarian Program?

Brief History of WSC ProgramWayne State College Extraverted

Embedded Librarian ModelMaintenance & HousekeepingOur Students Respond

WHAT IS AN EMBEDDED LIBRARIAN PROGRAM?

OVERVIEW

Librarians are “embedded” inside online classes

Geared towards:Online classesOn-campus/hybrid

classes with online components

Lends itself to one-on-one interactions

PROS & CONS OF EMBEDDED LIBRARIANS

Possibly more effective than live instruction

Tailored to class/individual assignments

Time appropriate Reaches out to

students not at the library

No face-to-face contact

Students may not use

Students may feel overloaded with TMI

Not every learning style can be accommodated

PROS CONS

BRIEF HISTORY OF WSC PROGRAM

BEFORE SOMEONE WAS “REALLY” IN CHARGE

Began in Summer 2007

Hap-hazard approach

Not formalized Started in WebCT as

a “hey, should we try this?” idea

Used a introverted, “wait and see” approach

OUR DISCOVERY – BEING INTROVERTED DOESN’T WORK Equivalent to a

“virtual” reference desk

Students are not always aware of

resources offered don’t always realize

that a particular resource will work for them

are uncomfortable asking for help… they don’t want to bother you

Instructors don’t see the impact

of librarian/student interaction

sometimes won’t ask you back

Librarians are out of sight, out

of mind feel frustrated think their efforts

are wasted

FORMALIZING THE PROGRAM

Fall 2007 - New Librarian dedicated to instruction and distance services arrives

1st Semester – Getting a Feel for Things

Spring 2008 – Started playing around with more proactive approaches and formalized methodology Offering Tips Keeping Stats Better Advertizing Word of Mouth Improves

WAYNE STATE COLLEGE EXTRAVERTED EMBEDDED LIBRARIAN MODEL

WHAT IS OUR MODEL? Extraverted/proactive

approach – Information delivered Over time at

appropriate moments Before students get

frustrated Before students need to

ask questions Information is course /

assignment specific Use of a variety of

vehicles and methods to deliver information

WHY USE OUR MODEL?

Intent: Reverse trends of students using

convenient/established resources that may not be best suited for their research goals

Results: Increases usage of library

resources Limits the “mass chaos” of

repetitive questions Is more effective due to timeliness

of information Saves student frustration Builds rapport with students and

faculty Increases value of librarians as

resources

BEFORE YOU GET STARTED

Advertizing Email Newsletters Word of Mouth

Matching Faculty to Librarian Subject areas Personal interests Relationships

PREPARATION

Contact the Instructor Ask about

Assignments Type of Research Done Level of Depth Roles & Expectations

for the Librarian Level of Librarian

Involvement Make sure instructor

adds you into the class with the proper access rights.

Review the Syllabus Ask for clarification Keep an eye out for

appropriate moments to mention “niche” library resources

Get Organized List assignments with

due dates and possible library resources

Decide when and how early to post tips… TIMING IS EVERYTHING!

KNOW YOUR AUDIENCE BEFORE WRITING TIPS

Are… Usually on-campus In need of extra attention

Need… Information literacy basics Overviews of basic resources Keyword lists More information about the

big picture More encouragement to

contact librarians and visit the library

Want… To finish their assignments

ASAP.

Are… More likely to be non-traditional Mostly off-campus Skilled in basic research

strategies Need…

Help closing the technology gap More controlled vocabulary

skills Subject specific resources Fine details more than the big

picture Want…

A more personal relationship

Undergraduates Graduates*

* Some upper level UG too

MAKING DECISIONS Decide Where You

Will Put Things Messages Forum/Discussion

Board Chat Email

Double-Check That You are IN the class

Introduce Yourself

HOW TO CREATE TIPS

Two Types Those made ahead

of time See your schedule

Those made “on the fly” In response to

questions Individualized To be Shared

Two Formats Text-Based Video-Based

ALL ABOUT TIPS

JING VIDEO CLIPS

MAINTENANCE & HOUSEKEEPING

TRACKING YOUR INFO

It is handy and helpful to know what you do from semester to semester and from class to class

Try Tracking What classes you

have What tips you posted When you posted Major assignments Student Stumbling

Blocks

DON’T REINVENT THE WHEEL

Storage – keep copies of your tips for the future Jing/Screencast Project Sites Word Documents

Plan to make adjustments from semester to semester as class requirements change and as you find newer ways to address issues

OUR STUDENTS RESPOND

ON THE RIGHT TRACK I liked how she had short

video clips to watch. She also sent them to us ahead of time so we were able to watch them before we started our assignment which was helpful.

Every time I had questions I just had to check out the forums page for my class and the embedded librarian had the answers I was searching for!

…lowered my anxiety and made me feel much more confident in turning in my work.

Made me aware of the help that is available.

… and if I need help in the future, I most definitely won't hesitate to ask!

THINGS TO TWEAK I don't think the

embedded librarian was necessary for this specific class because it wasn't an online class and we rarely ever need to get on to Sakai

I wonder if using Sakai e-mail rather than forums would better get students' attention?

I never used it and I found the notifications annoying.

Come to the initial online class meeting to stress important tips then.

I had no clue there was one.

INSTRUCTORS RESPOND I am also excited about

including the embedded Librarian in my face to face classes for fall ... I am looking for a way to make it part of an assignment that students will have to use the tips ... I realize that we take for granted that our students know how to conduct a search ... but even more importantly that they know how to go deeper and evaluate information and perhaps find better resources ... many rely on the first thing they come across.

The Librarian's help is always great and greatly appreciated. It's a problem getting students to use the forums and their suggestions, however.

I felt empowered ... the screen shots helped to follow ... I realize that I probably learned as much as my students if not more ... made me realize that I can streamline my research strategies ... help me be more efficient in prep for my classes.

QUESTIONS??Thank you!

For more information, contact:Valerie Knight (vaknigh1@wsc.edu)

or Charissa Loftis (chlofti1@wsc.edu)