Selective bibliography:
High-impact educational practices in academic libraries
Tiny URL: http://tinyurl.com/HIPSlib
Presentation URL: http://goo.gl/XZ4d9s
At Murray State University, we selected five of George Kuh’s high-impact practices to frame our campus-wide
initiative to offer more experiential learning opportunities to our students.
Use this table of contents to jump to the articles on each specific practice, or to see the comments and
suggestions that our session attendees contributed.
Contents
1. High-impact practices (HIPs) and applications in libraries as a whole .................................................... 1
2. Capstone courses/disciplinary connections ............................................................................................. 2
3. Internships for non-library science students ............................................................................................ 3
4. Service learning ........................................................................................................................................... 3
5. Study abroad................................................................................................................................................ 4
6. Undergraduate research ............................................................................................................................. 4
7. What stuck: Your comments and suggestions to incorporate experiential learning............................. 5
1. High-impact practices (HIPs) and applications in libraries as a whole
Browndorf, M. (2014). Student library ownership and building the communicative commons. Journal of Library Administration,
54(2), 77-93. doi:10.1080/01930826.2014.903364
Crowe, K.M. (2015). Libraries and student success: A campus collaboration with high-impact educational practices. Proceedings from
the 2015 Association of College and Research Libraries National Conference. Portland, OR: ACRL. 443-449.
Kuh, G.D. (2008). High-impact educational practices: A brief overview. Association of American Colleges and Universities. Retrieved
from https://www.aacu.org/leap/hips
Murray, A.L. (2014). The academic library and high-impact practices for student retention: Perspectives of library deans (doctoral
dissertation). Retrieved from http://digitalcommons.wku.edu/diss/57
Riehle, C.F. & Weiner, S.A. (2013). High-impact educational practices: An exploration of the role of information literacy. College &
Undergraduate Libraries, 20(2). 127-143. doi:10.1080/10691316.2013.789658
University Libraries at the University of North Carolina at Greensboro. (2013). UNCG University Libraries’ support of high impact
practices. Greensboro, NC: K. Crowe, J. Dale, L. Kellam, S. Cramer, N. Ryckman, & R. Bazirjian.
2. Capstone courses/disciplinary connections
Beahan, M. J., Graveline, L. K., & Taxman, J. R. (2009). Uncommon partners: Facilitating creative collaborations in the arts across
campus. College & Undergraduate Libraries, 16(2/3), 194-210. doi:10.1080/10691310903007918
Berdish, L., & Seeman, C. (2010). A reference-intensive embedded librarian program: Kresge Business Administration Library's
program to support action-based learning at the Ross School of Business. Public Services Quarterly, 6(2/3), 208-224.
doi:10.1080/15228959.2010.497462
Bisko, L., & Pope-Ruark, R. (2010). Making the video: Tips for successful library-class collaborations. College & Research Libraries
News, 71(9), 468-483.
Connolly, M., Cosgrave, T., & Krkoska, B. B. (2010). Mobilizing the library's web presence and services: A student-library
collaboration to create the library's mobile site and iPhone application. The Reference Librarian, 52(1-2), 27-35.
Dubicki, E. (2009). Business students chart a new course for promoting the university library. College & Undergraduate Libraries,
16(2/3), 164-179. doi:10.1080/10691310902958459
Duke, L.M., MacDonald, J.B. & Trimble, C.S. (2009). Collaboration between marketing students and the library: An experiential
learning project to promote reference services. College & Research Libraries, 70(2), 109-122. doi:10.5860/crl.70.2.109
Griffis, P. J. (2014). Information literacy in business education experiential learning programs. Journal of Business & Finance
Librarianship, 19(4), 333-341. doi:10.1080/08963568.2014.952987
Helms, M., & Whitesell, M. (2013). Transitioning to the embedded librarian model and improving the senior capstone business
strategy course. Journal of Academic Librarianship, 39(5), 401-413. doi:10.1016/j.acalib.2013.03.015
LaPointe, L. M. (2006). Coffee anyone? How marketing classes helped develop a business plan for a college library café. College &
Research Libraries News, 67(2), 97-99.
Mangrum, S, & West, K. (2012). Partnering with undergraduate students to conduct library focus groups. College & Undergraduate
Libraries, 19(1), 18-32. doi:10.1080/10691316.2012.652553
McGeachin, R. B., & Ramirez, D. (2005). Collaborating with students to develop an advertising campaign. College & Undergraduate
Libraries, 12(1/2), 139-152. doi:10.1300/J106v12n01-10
Meulemans, Y. N., & Fiegen, A. M. (2006). Using business student consultants to benchmark and develop a library marketing plan.
Journal of Business & Finance Librarianship, 11(3), 19-31. doi:10.1300/J109v11n03_03
Oliver, A. (2012). Strengthening on-campus relationships via an annual student art commission. Journal of Library Innovation, 3(2),
89-104.
Yee, J. G. (2007). Librarians as matchmakers: connecting seniors in their capstone semester. Reference Services Review,35(2), 257264. doi: 10.1108/00907320710749173
York, A., Groves, C., & Black, W. (2010). Enriching the academic experience: The library and experiential learning. Collaborative
Librarianship, 2(4), 193-203. Retrieved from http://collaborativelibrarianship.org/
3. Internships for non-library science students
Dahl, C. (2011a). Creating undergraduate internships for non-LIS students in academic libraries. Collaborative Librarianship, 3(2),
73-78. Retrieved from http://www.collaborativelibrarianship.org/
Dahl, C. (2011b). Supervising academic library internships for non-LIS undergraduates. Library Management, 32(6/7), 408-418.
http://dx.doi.org/10.1108/01435121111158556
Harwood, D., & McCormack, C. (2008). Growing our own: Mentoring undergraduate students. Journal of Business & Finance
Librarianship, 13(3), 201-215. doi:10.1080/08963560802183195
Kelly, K., Hoelscher, C., & Gauder, H. (2014). Results for résumés: Managing undergraduate library interns. Library Leadership &
Management, 28(4). Retrieved from https://journals.tdl.org/llm/
Kopp, M. G., & Murphy, J. M. (2012). Mentored learning in special collections: Undergraduate archival and rare books internships.
Journal of Library Innovation, 3(2), 50-62. Retrieved from http://www.libraryinnovation.org/
4. Service learning
Barry, M. (2011a). Librarians as partners in service-learning courses (part I). LOEX Quarterly 38(1), 8-10. Retrieved from
http://commons.emich.edu/
Barry, M. (2011b). Research for the greater good: Incorporating service learning in an information literacy course at Wright State
University. College & Research Libraries News 72(6), 345-348. Retrieved from http://crln.acrl.org/content/72/6/345.full
Heiselt, A.K. and Wolverton, R.E. (2009). Libraries: Partners in linking college students and their communities through service
learning. Reference & User Services Quarterly, 49(1). 83-90. Retrieved from http://www.jstor.org/stable/20865181
Herther, N. K. (2008). Service learning and engagement in the academic library: Operating out of the box. College & Research
Libraries News, 69(7), 386-389.
Janke, R, Pesut, B., & Erbacker, L. (2012). Promoting information literacy through collaborative service learning in an undergraduate
research course. Nurse Education Today, 32(8), 920-923. doi:10.1016/j.nedt.2011.09.016
Marrall, R.M. (2014). Teaching the digital divide: Connecting students to community, knowledge, and service learning. Library
Philosophy and Practice (e-journal). Paper 1126. http://digitalcommons.unl.edu/libphilprac/1126
Meyer, N. J., & Miller, I. R. (2008). The library as service-learning partner: A win–win collaboration with students and faculty.
College & Undergraduate Libraries, 15(4), 399-413. doi: 10.1080/10691310802554879
Nutefall, J. E. (2011). Why service learning is important to librarians. OLA Quarterly, 17(3), 16-21. Retrieved from
http://commons.pacificu.edu/
Riddle, J. S. (2010). Where's the library in service learning? In M. T. Accardi, E. Drabinski & A. Kumbier, (Eds.), Critical library
instruction: Theories and methods (pp. 133-148). Duluth, MN: Library Juice Press.
Yates, F. (2014). Beyond library space and place: Creating a culture of community engagement through library partnerships. Indiana
Libraries, 33(2), 53-57. Retrieved from https://journals.iupui.edu/index.php/IndianaLibraries
5. Study abroad
Connell, V. (2009). Getting to know the neighbors: Library support for study abroad programs. Library Philosophy & Practice, 1-12.
Retrieved from http://digitalcommons.unl.edu/libphilprac/267/
Denda, K. (2013). Study abroad programs: A golden opportunity for academic library engagement. Journal of Academic
Librarianship, 39(2), 155-160. doi:10.1016/j.acalib.2012.08.008
Kutner, L. (2009). Think locally, Act globally: Understanding home institution library engagement among study-abroad students.
College & Research Libraries, 70(2), 158-176. Retrieved from http://www.acrl.ala.org/acrlinsider/archives/693
Kutner, L. (2010). Study-abroad programs as information producers: An expanding role for support of our students studying abroad.
Journal of Library Administration, 50(7/8), 767-778. doi:10.1080/01930826.2010.488962
Love, E., & Edwards, M. B. (2009). Forging inroads between libraries and academic, multicultural and student services. Reference
Services Review,37(1), 20-29. doi: 10.1108/00907320910934968
Shen, L. (2011). The role of multicultural information in experiential learning. Education Libraries, 34(1), 15-22.
Wang, Z., & Tremblay, P. (2009). Going global: Providing library resources and services to international sites. Journal of Library
Administration, 49(1/2), 171-185. doi:10.1080/01930820802312961
White, A. C., Ye, Y., & Guccione, M. (2009). Study abroad students: Designing library services to meet their needs. Journal of
Library Administration, 49(1/2), 187-196. doi:10.1080/01930820802312979
6. Undergraduate research
Davis-Kahl, S. (2012). Engaging undergraduates in scholarly communication: Outreach, education, and advocacy. College &
Research Libraries News, 73(4), 212-222. Retrieved from http://crln.acrl.org/content/73/4/212.short
Hayes-Bohanan, P. (2013). Librarian mentoring of an undergraduate research project. Journal of Library Innovation, 4(1), 21-28.
Retrieved from http://vc.bridgew.edu/library_fac/6/
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry (p. 152). York: Higher Education Academy.
Hensley, M. K., Shreeves, S.L., & Davis-Kahl, S. (2014). A survey of library support for formal undergraduate research programs.
College & Research Libraries, 75(4), 422-441. doi:10.5860/crl.75.4.422
Jones, L. (2009). The rewards of research: Library prizes for undergraduate research. College & Research Libraries News,70(6), 338341. Retrieved from http://crln.acrl.org/content/70/6/338.full.pdf
Knapp, J. A., Rowland, N. J., & Charles, E. P. (2014). Retaining students by embedding librarians into undergraduate research
experiences. Reference Services Review, 42(1), 129-147. doi:10.1108/RSR-02-2013-001
Smith, C., & Kayongo, J. (2011). Senior thesis camp: Partnerships in practice at the University of Notre Dame. Journal of Academic
Librarianship, 37(5), 437-442. doi:10.1016/j.acalib.2011.06.008
Stamatoplos, A. (2009). The role of academic libraries in mentored undergraduate research: A model of engagement in the academic
community. College & Research Libraries, 70(3), 235-249. doi: 10.5860/crl.70.3.235
Weiner, S.A. & Watkinson, C. (2014). What do students learn from participation in an undergraduate research journal? Results of an
assessment. Journal of Librarianship and Scholarly Communication 2(2):eP1125. doi: 10.7710/2162-3309.1125
7. What stuck: Your comments and suggestions to incorporate
experiential learning
The questions we asked when you were leaving:
1. What is one role your library could play in experiential learning?
2. Is this any different from the initial role you thought libraries could play and how?
Your responses
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“Real World” / post graduation info skills
I had mainly thought of this in terms of evaluation, but there is more to it.
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Work with architecture dept. to help design & evaluate library spaces
Create service for art students to make library displays
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I can act as 3rd party client!
I knew this could work, but you have given me proof!
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Experiential learning: our library is involved in helping nursing students identify and find research
evidence during clinical practicum. They use the evidence to complete nursing practice they observed
and to think about if it was evidence based, or if changes are needed.
●
Our library could be the client for experiential learning projects
○ business / marketing
○ organizational communication / analysis, etc.
Came in thinking if library as supporting other experiential programs on campus with reference &
instruction (liaison roles)
●
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Be a coordinator / intermediary between community groups with a need and students looking for
experience.
●
I thought the library was more silo-ed. I am happy to hear of successful partnerships that help students
get real world experience.
●
Role: Library as 3rd party client, internships in library
○ Difference: Yes, thought at first of library partnerships w/ students / career center to FIND
internships or service learning opportunities -- COOL info studies minor!
●
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Take what our students do now in our IL course - Issues of Info Age - & bring it outside the classroom
to URI Community or beyond campus
Reinforcing an idea I’ve had for awhile.
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Partnering w/ school media program -- future K-12 library
Business students working with local small businesses for capstone projects
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Using students to promote the library.
To develop a marketing plan with business students
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Develop collaborativity center for campus in library
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Finding ways to transform active learning into experiential learning need for interdisciplinary
partnerships
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The library has a role to play in all of these HIP’s & Experiential Learning
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Study abroad orientation
○ Connect the library & resources to off-campus experience
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Our MLS Students could turn their gaze away from case studies toward experiential - based, short-term
projects at local public libraries or community organizations, making a real world impact.
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Lots of opportunities to serve as the “client” for classes on campus & be involved in for credit classes.
Yes! Thought our role would be mainly through info-lit, one-shots, supporting projects and classes.
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Have the students do a library service learning project so they gain experience & the library also gains
Definitely different from what I thought by the session
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Give students more opportunities to develop skills related to major (ex. graphic design student design
promotional materials for library)
No, we are already doing a lot of this on some level
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Library as a project in and of itself
Faculty Development “Information in the Real World”
Trying to play a role in service learning opportunities
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Find more opportunities to explore experiential learning especially in our for-credit IL course
This is the role I foresee for libraries
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Play a larger role in an already robust university-wide service learning initiative
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I think it could partnership w/ faculty & other campus departments
We are not alone, we must make use of the whole of the campus knowledge & resources.
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Thinking about ways to talk w/faculty about how library can be part of existing program such as service
learning in our communities.
What info needs do students have?
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Involve landscaping students to create plans when renovating the library
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Service learning program ideas
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Hosting internships & student worker positions aligned w/ their strengths and majors. Marketing in
particular
Yes, service learning and study abroad.
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My library could create undergraduate research opportunities focused on improving a library service or
space or program.
I realize that there are seemingly an endless number of way a library can positively impact experiential
learning or create those.
The library as a client is a great idea that I’d like to do more with. I supervise an experiential learning
project where students create content for the library, and seeing this through MSU’s experience has
given me new directions to pursue. Thanks!
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The library can participate as a client.
Yes, we usually provide research support, not as a client / provider.
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Coordinate / outreach to faculty
Find places in curriculum to enhance Info Lit course work
Communications students to help expand library presence.