IOLUG, Indianapolis, 11/1/13
Burke, Long, Tumbleson
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
Reference transactions at University of Kentucky
Libraries (2008-2011)

16.3 % subject-based - required professional help

83.7 % location-based questions
Bishop, B., & Bartlett, J. (2013). Where Do We Go from Here?
Informing Academic Library Staffing through Reference
Transaction Analysis. College & Research Libraries, 74(5), 489-
500.
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“The plethora of information sources available online and their relative ease of access give students a sense of autonomy and self-control that feels liberating and empowering. Librarians can work with this sense of self-efficacy by weaving our
presence into their Web world via chat reference, online guides and tutorials, and other tools that will connect them to
the library from where they are already connected.”
(Miller and Murillo, 2012: 68-69)
Duke, Lynda M., and Andrew D. Asher, eds. 2012. College Libraries and
Student Culture: What We Now Know. Chicago: American Library
Association.

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Incorporates traditional information literacy methods
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Proactive: relocates library instruction in LMS
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Makes library tools visible

Collaborative

Maximizes emerging technologies
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Versatile

Student-centered
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Course Sections
45
40
35
30
25
20
15
10
5
0
Students
1200
1000
800
600
400
200
0
Spring
2009
Fall 2009 Spring
2010
Fall 2010 Spring
2011
Fall 2011 Spring
2012
Fall 2012 Spring
2013
Fall 2013

Appetizers

1Librarian/1 Instructor

1 Librarian Liaison/1
Department

Small Scale –
Volunteers

Preselected Program
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
Assess the pilot

Survey faculty, students

Identify the latest needs on campus

Adapt the EL program to extend library’s impact

Review public services

Centralized service desk?

Level of staffing?

Reference statistics reveal…
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
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Talk it Up
Word of Mouth
Marketing
Check in with Faculty
Discover What Is
Wanted
Discuss What Is
Possible
Demo What Has Been
Done
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
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Personal librarian within complex library system
Embedded librarian familiar with the research assignment
Online research expertise within the familiar LMS
Easy to ask questions
Highly relevant library content
Quick links to electronic resources, not the whole library website
Clear explanations of library jargon
Search strategies and tips
How-to digital tutorials
Web 2.0 tools for mind mapping, presenting, citing sources


FaceTime 1-Shots

Focused Time – Research Consultations

Required Online Email Exchanges

Faculty Assignment & Advocacy

Assignment Review & Redesign?

Strengthen Information Literacy Skills –
Required Worksheet

Review Research Products & Report
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

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Introductions & Invite
Inquiries
Strategic Research Tips
Virtual Reference: email,
IM, phone, WebEx
F2F: Research
Consultation, Drop-Ins
Voice: Empathy,
Encouragement, Respect
Aim: Trusted,
Knowledgeable
Consultant
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



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How do I find the full-text for this journal citation?
OhioLINK Electronic Journal Center
Would you be a sounding board for selecting my research topic? Limit to 1 Research Question
Where can I find an historical overview on gender issues? CQ Researcher Online
What now? I can’t find any biographical information on sexuality professional. Library Databases, Social
Media sites, Interview
What search terms, which databases? Begin with
EBSCO Discovery Service


Create course-related research screencasts -
Finding Articles & Books, Statistics, International
News, Business

Create LibGuides - E-Learning, Research 101,
Citation Style Guides, Online Presentation Tools,
Preventing Plagiarism, Textbook Alternatives

Library Blog Series – Dispelling Myths

Library Handouts – database, topic
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Content Creation & Recycling

http://tinyurl.com/embeddedsandwich


With Faculty

Email between faculty and librarians

Chance encounters in the hallway/library/events

With Students

Email through Niihka course site as a reminder when a research assignment is close

Announcements in the course site

2013 survey of embedded librarians data:

Surveys of participating students – 46%



Surveys of participating faculty – 40%
Analysis of student research assignments – 31%
Information literacy assessments of students (preand post-tests) – 25%



Focus groups of participating faculty – 4%
Focus groups of participating students – 3%
Other – 40%

Method
Surveys
Audience What is Being
Assessed
Timing
Students/Faculty Perceptions and selfreported use of the service
After class
What the Embedded Librarian Can Do with the Feedback
Shape future embedded librarian offerings with feedback on use, impressions, and suggestions for improvement
Focus Groups Students/Faculty Perceptions of the service; suggestions for improvement
Before/after class
Shape future embedded librarian offerings with feedback on use, impressions, and suggestions for improvement
Information
Literacy
Assessments
Assignment
Analysis
LMS Statistics
Usability Testing
Students
Students
Students
Students
Student performance on information literacy tasks
Pre- and posttest
Student performance of research skills
After class
See impact of embedded librarianship on changing student performance
Assess the real-world application of information literacy skills by students
Student activity with embedded librarian materials
The design of the embedded librarian materials
After/during class
Prior to class
Tell which materials were viewed by students and how often
Re-design the instructional materials

Survey questions at: http://www.users.muohio.edu/burkejj/embeddedsurveys.html


A larger community of practitioners

A research agenda

The predominant form of information literacy instruction
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
ACRL, LOEX, Distance Library Services conferences
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DLS-L (ACRL Distance Learning Section discussion group)

Join at http://lists.ala.org/wws/subscribe/dls-l
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EMLIBS (Embedded librarians discussion group)

Join at http://listserv.muohio.edu/archives/emlibs.html

Embedding Librarianship in Learning Management Systems

Order now at http://www.alastore.ala.org/detail.aspx?ID=4266

Preview chapter 3 on pilot programs on Scribd.com

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