manuscript r09-013
Post on 08-Apr-2018
231 Views
Preview:
TRANSCRIPT
-
8/7/2019 Manuscript R09-013
1/23
The Role of an Embedded Librarian 1
Running Head: THE ROLE OF AN EMBEDDED LIBRARIAN
The Role of an Embedded Librarian in Substance Abuse Counseling Courses:
A Pilot Study
Mary K. Crozier, Ed. D.,
Amy E. Blevins, MALS, Sherr McMillan, MAEd., Suzanne Hudson, Ph. D.
East Carolina University
Mary K. Crozier received her doctorate from the College of William and Mary in Virginia
and currently teaches at East Carolina University. Her research focus is addictions
counseling and substance abuse prevention. Amy E. Blevins received her MALS from the
University of Missouri-Columbia and is the Education and Instructional Technology Librarian at
East Carolina University. Her research focus is on instructional technologies and design. Sherr
McMillan is a doctoral student in the Department of Rehabilitation Studies at East Carolina
University. Suzanne Hudson received her doctorate from the University of Oregon and is
currently an Associate Professor in the Department of Biostatistics at East Carolina University.
Address correspondence to Mary K. Crozier, Assistant Professor, Substance Abuse,
and Clinical Counseling, Department of Rehabilitation Studies, College of Allied
Health Sciences, East Carolina University, Greenville, NC 27858, crozierm@ecu.edu
-
8/7/2019 Manuscript R09-013
2/23
The Role of an Embedded Librarian 2
Abstract
As distance education courses increase on college campuses, new methods are needed to ensure
that students experiences and outcomes are equivalent to those of onsite students. This pilot
study was conducted to examine the development, benefits, and challenges of providing an
embedded librarian in on campus and distance substance abuse counseling courses in a
rehabilitation studies department. An embedded librarian worked with the course instructor to
provide customized materials and library instruction to students through a course management
system which resulted in a positive change in the use of online scholarly resources.
Keywords. Course management systems, embedded librarian, substance abuse counseling,
information literacy, distance education, library instruction, and rehabilitation studies.
-
8/7/2019 Manuscript R09-013
3/23
-
8/7/2019 Manuscript R09-013
4/23
The Role of an Embedded Librarian 4
The Need for Library Instruction
Library instruction adds great value to the education experience by exposing students to
reliable and scholarly information sources and by giving them the skills to evaluate the
credibility of information. Unfortunately, students sometimes do not seek out library instruction
on their own because they do not know to ask, or because they think they already possess the
skills necessary to conduct a literature search. With the existence of internet search engines such
as Google, many students falsely believe that everything is easily accessible online and that all
online information is credible. Students may not realize, for example, that Google Scholar
contains information that is not peer-reviewed, such as conference proceedings and paper
abstracts. The reliability and credibility problems of Google Scholar are exacerbated by its
ranking system, which is in part based on the number of times a work is cited. This can make
older material appear to be more relevant (Google, 2009), a particular problem where health
sciences students should be using the most current research available.
Library instruction has been found to improve the quality and variety of resources used in
student research papers (Appleton, 2005). Thus, library instruction has been added as a
requirement for accreditation by the Southern Association of Colleges and Schools (Commission
on Colleges of the Southern Association of Colleges and Schools, 2008) and library research
skills are a knowledge area in the Current CORE Accreditation Standards (Council on
Rehabilitation Education [CORE], 2008). Yet some students, especially those in distance courses,
do not have access to library instruction. Research at the Pennsylvania State Universitys World
Campus found that many DE faculty did not provide library instruction to students because they
did not believe it was needed and were not aware that library instruction was available for DE
courses at their institution (Cahoy & Moyo, 2005). A study of midwifery students, however,
-
8/7/2019 Manuscript R09-013
5/23
The Role of an Embedded Librarian 5
found that 80% of the course participants claimed they did not have sufficient information-
seeking skills to do their coursework (Appleton, 2005).
The Embedded Librarian
As DE programs began to grow, so did online library resources and services. Of
particular relevance was the establishment of outreach or distance-learning librarians (Kearley &
Phillips, 2005) who performed a variety of services including the creation of websites for DE
students and instructors and marketing of services to the distance faculty to ensure equal access
to information for all members of the institution regardless of their on or off-campus status
(Wyss, 2008).
Many institutions have taken the next step and integrated library services and staff into
teaching and course content with the integrated or blended librarian, the lurking librarian, or a
librarian in the classroom (Stewart, 2007, p. 29). It was determined that embedding library
reference services and resources into courses was easily accomplished [however] links alone
were insufficient (Kearley & Phillips, 2005, p. 71). Thus the EL model emerged. Although the
literature on embedded librarians is not new, the definition of an EL has not been standardized
nor has the training been uniform for librarians (York & Vance, 2009). The metaphor of the EL
was inspired by the phenomenon of embedding journalists in various military sectors during the
Iraq war. The concept of embedding implies comprehensive integration requiring direct and
purposeful interaction, in contrast to acting in parallel with another person, group, or activity
(Dewey, 2006). This purpose makes the concept of embedding appropriate for librarians in the
higher education community (Dewey, 2006). Vanderbilt University librarians have defined the
EL as a librarian who audits a formal course with the students, is available to the students
before and after class for networking and for questions, and who identifies learning needs
-
8/7/2019 Manuscript R09-013
6/23
The Role of an Embedded Librarian 6
throughout the semester and provides workshops and individualized instruction based on those
identified needs (Foutch, Griffith, Lannom, Sommer, & Weiner, 2007, p. 4). Other institutions
consider an EL as being physically located in an academic department or in a classroom setting
(York & Vance, 2009).
While EL programs vary greatly from one institution to the next, there are some common
elements. Despite differing adjectives and applications, embedded librarians strive to follow
standards outlined by the Association of College and Research Libraries (Kinnie, 2006). The
Standards for Distance Learning Library Services contain a Bill of Rights for the Distance
Learning Community that states libraries must provide equivalent services for any student,
faculty, or staff member of the greater learning institution, and that efforts should be made to
accommodate any special needs that may arise because of their distance from the physical
institution (Association of College and Research Libraries, 2008). EL programs generally take
place in a course using a course management system (CMS) such as Blackboard, Sakai, or
Moodle. By placing library handouts and help materials within the CMS, the librarian ensures
that students will have access to all materials for the course and at the point when the students
are ready to use them. EL programs also enhance information literacy skills, including the ability
to realize when information is needed, know sources of information, evaluate information, and
use the information in an ethical manner (Mulherrin, Kelley, Fishman, & Orr, 2004). Thus, the
standards and EL goals strive to prevent disenfranchisement of DE students.
Addressing Learning Styles with an Embedded Librarian
Students are more motivated and learn better when an instructional approach matches
their preferred learning style (Manuel, 2002) and their generational learning style (Johnson &
Romanello, 2005; Kipnis & Childs, 2004; Lower, 2008). The features of CMS and DE suit the
-
8/7/2019 Manuscript R09-013
7/23
The Role of an Embedded Librarian 7
learning styles of students from the three different generations; Generation Y, who were born
from 1982-2002; Generation X, who were born from 1961-1981; and the Baby Boomer
Generation, who were born from1943-1960 (Johnson & Romanello, 2005). Generation Y
students are often characterized as technologically savvy with expectations that information will
be online at all times (Johnson & Romanello, 2005). In addition, they are said to have a short
attention span and to prefer to get information in bits and pieces rather than in a lengthy lecture
(Lower, 2008). Generation X shares some of the characteristics of Generation Y since both grew
up with video games and computers (Kipnis & Childs, 2004). They respond to visually
stimulating tutorials, customized information (Costello, Lenholt, & Stryker, 2004), instant
gratification and quick feedback, as well as boredom resistant and engaging material. Generation
Y and X will be accommodated by information on library resources that is available 24/7 so they
can work at their own pace rather than all at once with an EL who can add a homepage on his/her
contact information, professional experience, and credibility. Students from the Baby Boomer
Generation, however, may not be familiar with computers, CMS, or online learning (Johnson &
Romanello, 2005). The EL may alleviate stress for Baby Boomer students by making it easier for
them to access library resources in an online environment. The EL can tailor services to
accommodate the learning styles and readiness of these students (Bergen & MacAdam, 1985).
Applications of Embedded Librarians
Librarians now serve students in virtual facilities and with resources found around the
globe. Course-related library instruction has migrated from physical to virtual learning
environments (Ladner, Beagle, Steele, & Steele, 2004). In this so-called classroom flip, lectures
are moved out of the classroom and into a CMS, homework is brought into the classroom where
there is more time for higher level discussion and practice, and conversations extend out of class
-
8/7/2019 Manuscript R09-013
8/23
The Role of an Embedded Librarian 8
through the CMS discussion board (Kinnie, 2006). Academic librarians in general and embedded
librarians in particular weave library resources into CMS to ensure their vitality and relevance
(Fang & Kortz, 2005). In this way, the EL and instructor create an academic community for
students throughout the semester which gives intentional guidance to help deepen the level of
interaction and learning (Garrison & Cleveland-Innes, 2005).
Librarians have traditionally worked with faculty to purchase materials, teach library
classes, create library research guides, and assist in their research (Buehler, 2004). In the era of
DE, librarians have posted simple links to library resources, helped to build courses, used course
management software (Love & Norwood, 2005), become co-instructors, assessed students
(Kinnie, 2006), and extended the traditional one-shot library lecture to distance learners (Cox,
2002). Shank and Dewald (as cited in Kinnie) see two models of librarian involvement in the
virtual classroom: macro-level library courseware involvement, which entails working with
course developers to integrate a global library presence in the CMS, and micro-level library
courseware involvement, in which individual librarians collaborate with instructors to customize
library instruction. Integrating library resources in CMS builds on the faculty-librarian
collaboration to better reach DE students, who in turn can spend less time navigating the library
site without direction, or indiscriminately Googling (Buehler, 2004).
Embedded librarians have been used at a number of institutions, mainly in undergraduate
and graduate level English or composition courses. ELs at Central Missouri State University,
New Jersey City University, and Daniel Webster College post online tutorial topics such as ways
to use the librarys reference collection, read citations, locate newspaper articles and transcripts,
access materials not locally available, and access research conferences (Love & Norwood, 2005).
At Daniel Webster College and the Community College of Vermont, the EL helps with student
-
8/7/2019 Manuscript R09-013
9/23
The Role of an Embedded Librarian 9
research papers (Love & Norwood, 2005). To gauge the effectiveness of this EL service, 12
student papers were randomly chosen and reviewed. It was concluded that students who used the
EL also used more peer reviewed resources, credible government websites, library subscription
databases, and placed less emphasis on unprofessional internet resources (Hearn, 2005). At the
Community College of Vermont and Pulaski Technical College,the librarian was embedded in a
discussion board (Matthew & Schroeder, 2006; Stewart, 2007). The EL program at Pulaski
Technical College was judged a success and well worth continuing (Stewart, 2007). The EL at
Vanderbilt University felt more prepared to consult with students after attending all lectures and
learning the course assignments (Foutch et al., 2007). The University of Wisconsin-Eau Claire
has found that the most effective way for librarians to reach distance learners is through
cooperation (at least) and collaboration (at best) with teaching faculty to respond to the changing
landscape of online education (Raspa & Ward, 2000, p. 150). The Community College of
Vermonts EL program has demonstrated how, through a partnership approach with faculty,
comprehensive library instruction can be provided for online students in a meaningful and
integrated way (Matthew & Schroeder, 2006). Despite these varied examples of EL programs,
data suggest the EL is only involved in 10% of online courses at most institutions (York &
Vance, 2009, p. 204).
Pilot Study
Department History
This pilot study was conducted at a large state university in Southeastern United States where
distance education has been increasing an average of 30% per year for the last five years. This
institution is now the largest deliverer of DE courses in the statewide university system (J.
Connelly, personal communication, May 6, 2009). The academic health sciences library serves
-
8/7/2019 Manuscript R09-013
10/23
The Role of an Embedded Librarian 10
the College of Allied Health Sciences, College of Nursing, School of Dentistry, and School of
Medicine with a combined enrollment of 798 undergraduates and 1148 graduate students. The
library provides services and resources to both distance and on campus students. Most of the
services and resources offered to distance students are common among libraries; they include
access to online databases and full text online journals as well as interlibrary loan and document
delivery.
The library also runs a highly successful library liaison program. A liaison is assigned to
the College of Allied Health Sciences and another is assigned to the College of Nursing, while
two librarian liaisons serve the School of Medicine. The liaisons allow faculty in these colleges
to have a strong working relationship with one dedicated, specialized librarian, and involvement
with only one college or school allows the liaison to have a better knowledge of the courses
taught as well as the library needs in the college. One department in the College of Allied Health
Sciences served by the health sciences library is the Department of Rehabilitation Studies, which
has offered online courses for the last five years. This department has a particularly good
relationship with the library liaison and that has led to the development of EL services for DE
courses.
A new faculty member wanted to ensure that DE students were receiving services
equivalent to those of onsite students and to streamline the use of electronic resources. Thus, the
new faculty member collaborated with her library liaison to expand CMS components for her
students, especially DE students. To expand this collaboration, the library liaison became
embedded in the CMS of her three courses in Substance Abuse and Clinical Counseling. This
paper reports on a pilot study that examined the benefits of having an EL within three courses
using a Blackboard shell for the purpose of enhancing research skills and fostering lifelong
-
8/7/2019 Manuscript R09-013
11/23
The Role of an Embedded Librarian 11
learning in students.
Method
Three Rehabilitation Studies courses in a CORE accredited program took part in this
pilot study to determine the benefits of having an EL. One of the courses had two sections, one
onsite and one DE. The other course was just onsite. All three courses had the same instructor as
well as the same EL who was added as a teaching assistant. The EL was given an opportunity to
place her contact information and link to the health sciences library homepage in the Instructor
Information section. The EL took an active role in the courses, including inserting materials into
the CMS to assist students with researching and writing the term paper; speaking to the class
about library search engines, referencing, and appropriate citations for the term paper; and
maintaining a discussion board forum for the DE course. Her role did not include grading course
work, nor did she have access to the gradebook in Blackboard. Although this library liaison made
presentations for courses in the Department of Rehabilitation Studies each semester, this was the
first course in which she was embedded via a CMS discussion board forum.
All three courses had similar CMS features. The most important was a link for Term
Papers where Resources for your paper was created with a short library orientation video;
library research guides for rehabilitation, substance abuse, and clinical counseling literature;
electronic databases; tutorials on using library resources; a How Do I? page, which included
frequently asked questions and answers; and a handout on finding, evaluating, and judging
credible websites. The instructor and EL collaborated on the research guides specific to
rehabilitation, substance abuse, and counseling literature, which included peer reviewed,
government, and internet resources.
Although each course had all of these resources, there were some differences. For the DE
-
8/7/2019 Manuscript R09-013
12/23
The Role of an Embedded Librarian 12
course, the EL offered a discussion board forum that addressed library and research questions.
This forum was explained in the library orientation video recorded and posted by the EL for the
DE course. For the onsite courses, a different library orientation video was recorded and posted;
it did not include information on the discussion board forum. In addition, the EL visited the two
onsite classes and delivered 15 minute presentations.
Results
Institutional Review Board approval was given for this pilot study on knowledge about
and use of library resources and services. The electronic survey used Likert Scale, check all that
apply and open-ended items. There were 59 students in the two onsite courses and 16 students
in the online course, for a total of 75 students. Data were collected through an anonymous,
electronic pre-post survey (see Appendix) developed by the authors and through tracking the
number of students who viewed the library orientation video and the number of DE students
posting to the EL in her discussion board forum. No demographic data were collected.
Responses to the anonymous pre-survey (N=49, 65% response rate) were considered to
be representative of students in all three courses; however, the post-survey responses (N=29,
39% response rate) were not considered representative. Since the pre and post samples may not
have been equivalent groups, comparisons need to be interpreted cautiously. The pre and post
surveys asked about experiences with an EL, usefulness of and expectations for an EL, typical
resources used when completing course assignments, and learning preferences for library
materials. The overwhelming majority of students (87.5% in the pre-survey) had not previously
taken a course with an EL although they expected the EL and the discussion board forum to be a
useful component in the course (75.5% and 71.4%, respectively); percents given are the percent
of all people taking the survey. Students expected the EL to assist with navigating library
-
8/7/2019 Manuscript R09-013
13/23
The Role of an Embedded Librarian 13
services and resources, searching for e-journals and full text articles, and referencing according
to American Psychological Association standards. A major change in the use of online scholarly
resources was found between the pre and post responses; for example, the percentages of
students who reported using the Cumulative Index to Nursing and Allied Health Literature
(CINAHL) and PsycInfo increased, while fewer students used Google. A final open-ended
question asked for suggestions about the EL program and general library services. All comments
in response to this final question were positive; for example students said,
The librarian is very helpful in many situations!
All courses should have an embedded librarian if needed!
This is very helpful in many ways!
I have learned a lot since I have been here from the librarian. Thank you.
Did not use the service this time, but probably should have. Some of the databases are
hard to figure outbut would think it would be helpful to continue to include,
particularly in an online class.
Data were also collected on the orientation video and the use of discussion board. Fifty-
one of the total 76 students in the three courses viewed the video; however, the length of time it
was viewed could not be determined.
The EL received four questions and comments from students through the discussion
board:
1) a question on what types of materials were appropriate for referencing in a term paper
and how to find peer reviewed journals that covered the course topic of substance abuse;
2) a comment on the helpfulness of the EL response to the first students question;
3) a comment thanking the EL for mentioning that non-peer reviewed materials were not
-
8/7/2019 Manuscript R09-013
14/23
-
8/7/2019 Manuscript R09-013
15/23
The Role of an Embedded Librarian 15
how and when library instruction is to be presented. Good communication between the librarian
and teaching faculty will enhance student learning, increase student retention and improve the
quality of work submitted by students (Appleton, 2005; Bell, 2008).
This pilot study has some limitations. The sample was small and pre and post data were
not matched for individual students. Future research should match pre and post student survey
data anonymously to assess changes in information literacy skills, track embedded library
resources, and correlate use of library resources and services with final term paper grades and
course grades. Future research might also include tracking student use of library and research
services to ascertain additional benefits of an EL.
In the meantime, this pilot study has revealed some promising results. The study showed
that embedding a librarian in substance abuse courses offers benefits comparable to those seen in
English composition courses across colleges and universities in the U.S. It compliments the
mission of the National Council on Rehabilitation Educations Council on Distance Education regarding
evaluating DE methods of instruction in the field of rehabilitation education (M. Kiener, personal
communication, October 12, 2009). This pilot study also supports the Current CORE
Accreditation Standards regarding students ability to conduct library research (CORE, 2008).
The EL model clearly has merit in rehabilitation, substance abuse, and clinical counseling
courses. Students new found library literacy skills can also be applied beyond the collegiate
setting to career sites and lifelong learning.
-
8/7/2019 Manuscript R09-013
16/23
The Role of an Embedded Librarian 16
References
Association of College and Research Libraries. (2008). Standards for distance learning library
services. Retrieved from
http://www.ala.org/ala/mgrps/divs/acrl/standards/guidelinesdistancelearning.cfm
Appleton, L. (2005). Examination of the impact of information-skills training on the academic
work of health-studies students: A single case study. Health Information & Libraries
Journal, 22(3), 164-172.
Bell, S. (2008). Keeping them enrolled: How academic libraries contribute to student retention.
Library Issues: Briefings for Faculty and Administrators, Vol.29, no.1.
Bergen, K. & MacAdam, B. (1985). One-on-one: Term paper assistance programs. RQ, 24(3),
333-340.
Buehler, M. (2004). Where is the library in course management software? Journal of Library
Administration, 41(1/2), 75-84.
Cahoy, E. & Moyo, L. (2005). Faculty perspectives on e-learners' library research needs. Journal
of Library & Information Services in Distance Learning, 2(4), 1-17.
Commission on Colleges of the Southern Association of Colleges and Schools. (2008). The
principles of accreditation: Foundations for quality enhancement(3rd ed.). Decatur, GA:
Commission on Colleges of the Southern Association of Colleges and Schools. Retrieved
from http://www.sacscoc.org/pdf/2008PrinciplesofAccreditation.pdf
Council on Rehabilitation Education. (2008). Current CORE Accreditation Standards. Accessed
from http://www.core-rehab.org/NonManDocs/corestandards.101708.doc
Costello, B., Lenholt, R., & Stryker, J. (2004). Using blackboard in library instruction:
Addressing the learning styles of generations X and Y. Journal of Academic
-
8/7/2019 Manuscript R09-013
17/23
-
8/7/2019 Manuscript R09-013
18/23
The Role of an Embedded Librarian 18
Nurse Educator, 30(5), 212-216.
Kearley, J. & Phillips, L. (2005), Embedding library reference services in online courses.
Internet Reference Services Quarterly, 9(1), 65-76.
Kennealley, D. (2002). A comparison of on-campus and off-campus education by alcohol/drug
counselors. Journal of Teaching in the Addictions, 1(1), 33-51.
Kinnie, J. (2006). The embedded librarian: Bringing library services to distance learners.Paper
Presented at the 22nd Annual Conference on Distance Teaching and Learning, Madison,
WI.
Kipnis, D. & Childs, G. (2004). Educating Generation X and Generation Y. Medical Reference
Services Quarterly, 23(4), 25-33.
Ladner, B., Beagle, D., Steele, J. R., & Steele, L. (2004). Rethinking online instruction: From
content transmission to cognitive immersion. Reference & User Services Quarterly,
43(4), 337-345.
Laupus Library. (2009). Electronic resources page. Retrieved from http://www.ecu.edu/cs-
dhs/laupuslibrary/ElectronicResources.cfm
Lewis, L., Snow, K., Farris, E., Levin, D., & Greene, B. (1999).Distance education at
postsecondary education institutions: 1997-98 (Statistical Analysis Report December 1999).
Retrieved from Institute of Educational Sciences, National Center for Educational
Statistics website: http://nces.ed.gov/pubSearch/pubsinfo.asp?pubid=2000013
Love, M. & Norwood, S. (2005). Serving as an "embedded librarian" in an online course. Brick
and Click Libraries: An Academic Library Symposium, Maryville, MO. 73-78.
Lower, J. (2008). Brace yourself: Here comes Generation Y. Critical Care Nurse, 28(5), 80-84.
Manuel, K. (2002). Teaching information literacy to Generation Y. Journal of Library
-
8/7/2019 Manuscript R09-013
19/23
The Role of an Embedded Librarian 19
Administration, 36(1/2), 195-217.
Matthew, V. & Schroeder, A. (2006). The embedded librarian program: Faculty and librarians
partner to embed personalized library assistance into online courses. EDUCAUSE
Quarterly, 29(4), 61-65.
Mulherrin, E., Kelley, K., Fishman, D., & Orr, G. (2004). Information literacy and the distant
student: One university's experience developing, delivering, and maintaining an online,
required information literacy course. Internet Reference Services Quarterly, 9(1), 21-36.
Raspa, R. & Ward, D. (Eds.). (2000). The collaborative imperative: Librarians & faculty
working together in the information universe. Chicago, IL: American Library
Association.
Sloan-C, A Consortium of Institutions and Organizations Committed to Quality Online
Education (2007). Online nation: Five years of growth in online learning. Retrieved from
http://sloan-c.org/publications/survey/online_nation
Stewart, V. D. (2007). Embedded in the Blackboard jungle: The embedded librarian program at
Pulaski Technical College. Arkansas Libraries, 64(3), 29-32.
U.S. Department of Education, National Center for Educational Statistics (2003). Distance
education at degree granting post-secondary institutions: 2000-2001. Retrieved from
http://nces.ed.gov/surveys/peqis/publications/2003017/index.asp?sectionID=3
Wyss, P. (2008). Getting started as a distance learning librarian. College Student Journal, 42(2),
440-448.
York, A. & Vance, J. (2009). Taking library instruction into the online classroom: Best practices
for embedded librarians. Journal of Library Administration, 49(1), 197-209.
-
8/7/2019 Manuscript R09-013
20/23
-
8/7/2019 Manuscript R09-013
21/23
The Role of an Embedded Librarian 21
d. CINAHL
e. Ovid Medline/PubMed
f. Google
g. Other internet search engine (please specify)
h. Books
i. PsycInfo
j. E-Books
k. Other ________________________________________
6.If you want to learn about library resources and how to find information, etc. which of the
following method(s) would you prefer? Check all that apply.
a. Ask for help at the service desk in the library
b. Handouts (both online or printed)
c. Online tutorials
d. Online library instruction session
e. Face to face library instruction session
f. One on one appointment with librarian
g. Library website
h. Blackboard discussion board
7. Please add other comments or suggestions.
Post Survey
1. Do you think having a librarian in the course
Wasnt useful Was somewhat useful Was very useful
2. Do you think the Librarian Discussion Board Forum
-
8/7/2019 Manuscript R09-013
22/23
The Role of an Embedded Librarian 22
Wasnt useful Was somewhat useful Was very useful
3. How often did you use the Librarian Discussion Board Forum?
Check the appropriate response.
__never __1-2 times ___3-5 times ___6-10 times ___ weekly
4. If you used the librarian, how useful was this service?
Not useful Somewhat useful Very useful
5. Would you want to have a librarian embedded in future classes?
Yes No No opinion
6.As a result of having a librarian in this course, please rate how prepared you are to use
library resources now and in the future.
Not at all prepared Somewhat prepared Very prepared
7. Please select the resources you used this semester in this course for completing papers
and other assignments. Check all that apply.
a. Library Catalog
b. Print Journals
c. E-Journals
d. CINAHL
e. Ovid Medline/PubMed
f. Google
g. Other internet search engine (please specify)
h. Books
i. PsycInfo
j. E-Books
-
8/7/2019 Manuscript R09-013
23/23
The Role of an Embedded Librarian 23
k. Other ________________________________________
8. If you wanted to learn about library resources and how to find information, etc. which of
the following methods would you prefer? Check all that apply.
a. Ask for help at the service desk in the library
b. Handouts (both online or printed)
c. Online tutorials
d. Online library instruction session
e. Face to face library instruction session
f. One on one appointment with librarian
g. Library website
h. Blackboard discussion board
i. Other _________________________________
9. Please add other comments or suggestions.
top related