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Teaching research skills through embedded librarianship

Teaching research skills through embedded librarianship PurposeThis pilot aims to study a way of integrating research and writing support into a university course along with content. Research and writing skills are not taught explicitly in most university courses, yet these skills are increasingly required both in and outside of the classroom.Design/methodology/approachAn embedded, collaborative instructional team comprising the instructor, librarians and writing specialists re-designed a first-year inquiry-based learning course, incorporating research and writing instruction throughout, formative and summative assessments and a flipped classroom model. At the end of the course, each member of the team reflected on their collaborative and individual experiences. The team also surveyed students to gauge their perceptions of the research and writing sessions.FindingsThe team learned from this experience and noted a large, but rewarding, time commitment. The flipped classroom model allowed the tailoring of instruction to students’ needs but required more work by librarians to prepare content and to grade. Students indicated appreciation for repeated interactions with librarians and reported confidence to use the skills taught.Originality/valueEmbedding librarians throughout the course with a writing specialist, as well as involvement in grading, is novel – this may be the first example in the literature of “deep integration”. The concept of “embedded librarianship” can be enhanced by expanding librarian and other support roles in a course. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

Teaching research skills through embedded librarianship

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0090-7324
DOI
10.1108/RSR-07-2016-0045
Publisher site
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Abstract

PurposeThis pilot aims to study a way of integrating research and writing support into a university course along with content. Research and writing skills are not taught explicitly in most university courses, yet these skills are increasingly required both in and outside of the classroom.Design/methodology/approachAn embedded, collaborative instructional team comprising the instructor, librarians and writing specialists re-designed a first-year inquiry-based learning course, incorporating research and writing instruction throughout, formative and summative assessments and a flipped classroom model. At the end of the course, each member of the team reflected on their collaborative and individual experiences. The team also surveyed students to gauge their perceptions of the research and writing sessions.FindingsThe team learned from this experience and noted a large, but rewarding, time commitment. The flipped classroom model allowed the tailoring of instruction to students’ needs but required more work by librarians to prepare content and to grade. Students indicated appreciation for repeated interactions with librarians and reported confidence to use the skills taught.Originality/valueEmbedding librarians throughout the course with a writing specialist, as well as involvement in grading, is novel – this may be the first example in the literature of “deep integration”. The concept of “embedded librarianship” can be enhanced by expanding librarian and other support roles in a course.

Journal

Reference Services Review – Emerald Publishing

Published: Jun 12, 2017

References

  • Does the method of instruction matter? An experimental examination of information literacy instruction in the online, blended and face-to-face classrooms
  • Collaboration is key: librarians and composition instructors analyze student research and writing