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Designing First-Year Composition and History Classes with Embedded
Librarian Support
Connecticut Information Literacy ConferenceCentral Connecticut State University
May 29, 2015
What is "Embedded Librarianship?"
"Currently, there is a disparity in how embedded librarianship is being defined and used in common practice..." (Schulte, 122)
Literature Review
Methods of Embedding Librarians into Course Curricula:•Embedded in Course Management System•Collaboration on Course Design/Assignments•Librarian Co-Teaching Course (in-Person or online)•In-Depth Research to Support Student Research•In-Depth Research to Support Clientele Work•Physical Co-Location with Academic Clientele•Embedded via Social Media
Primary Model(s)1. “Historically, embedded librarianship can be traced back
to departmental libraries, where librarians provided services and collections within the confines of the department itself.” (Schulte, 2012)
2. More recently, the expression “embedded librarian” takes root in the phrase embedded journalist, a concept connected to wartime media coverage in the last several years…journalists become a part of their military unit, providing a perspective, “a slice of the war” from their vantage point.” (Schulte, 2012)
3. “Much like embedded journalists, many recent reports of embedded librarians note librarians becoming a literal part of academic colleges or departments, business units, or medical teams.” (Schulte, 2012)
Information Literacy Outcomes• Topic and thesis development (Identify problem)• Demonstrate access to scholarly and reputable
resources relevant to biographical subject• Review the book through critical analysis,
demonstrating ability to evaluate different levels and formats of information
• Identify bias in treatment of biographical subject by author of biography
• Properly and appropriately cite in Chicago Notes & Bibliography style all supporting evidence from biography and peer-reviewed articles relevant to biographical subject
Supporting Faculty & Staff
• Supporting Staff– Reference Desk
Librarians• Added searches for
biographical subjects• Assistance with finding
print books in stacks and loading ebooks on computers
– Interlibrary Loan Librarians
• Supporting Faculty– Faculty members in
History Department now requesting access to subject guide and other tailored subject guides
– Possibility of future history courses with embedded librarians
Librarian’s Role in ENG110• Teach four (full or partial) class sessions in library
classroom:– Topic selection;– Search strategies for discovery layer, online catalog,
databases and websites;– Finding primary and secondary resources;– Evaluating websites; and– Citing resources using MLA Style formatting.
• Compare information literacy levels to those of students in ENG110 class with only one library instruction session (control group)
Teaching MLA Citation Formatting
Librarian’s Role in HIS-162
• Orient students to Library building and website• Introduce students to the following library
resources:– Library of Congress classification system– Library catalog– Discovery layer– Databases relevant to U.S. History subjects– Chicago Notes & Bibliography Citation Style– Citation management software (RefWorks)
Subject Guide
HIS162 Subject Guide StatsFall 2014 Semester Spring 2015 Semester
History 162: American History 1877-Present
Critical Book Review AssignmentObjective: This assignment is designed to introduce and cultivate critical reading and thinking skills, develop information literacy, and engage students in the academic writing process.
Information Literacy Search Sheet
Information Literacy Search Sheet(What Worked, What Didn’t)What Worked
• Students made appointments with librarian to search the catalog for suitable biographies;
• Subject guide for HIS 162 received many hits throughout semester
• 85% of students submitted properly formatted bibliographies in Chicago NB style formatting.
What Didn’t Work• Many students had not yet
chosen their subjects even by the last librarian-led class; so librarian couldn’t suggest supplemental resources;
• Many students chose biographical subjects for whom there weren’t many biographies written (e.g., Dominique Dawes, Laila Ali, etc.)
Faculty Perceptions
“…academic staff members have also clearly gained advantage from the collaboration…they now have a better understanding of library support available, enhanced mutual trust, respect for library staff expertise, and not least, a firm foundation of confidence on which to base further planned development…” (Machin, 2009).
Information Literacy Delivery Methods
• Co-teaching of two-three class sessions• Development of subject guide, containing:– Suggestions for biographical subjects– Sample critical book reviews (provided by
Dr. Antonucci)– Original assignment– Citation manager links– Chicago Notes & Bibliography Style examples
Research and Information Literacy in Composition Courses
• Popular Textbooks that Include Information Literacy Instruction:– Norton Field Guide
• 9 chapters on finding sources, evaluating sources, integrating sources, avoiding plagiarism, and citing sources
– Everything’s an Argument• 5 chapters on finding sources, evaluating sources, and citing sources
– The Allyn & Bacon Guide to Writing• 4 chapters on finding sources, evaluating sources, integrating sources, and
citing sources– They Say/I Say
• 1 chapter on quoting (but this text is often paired with a handbook)– The St. Martin’s Guide to Writing
• Research as part of the writing process is integrated into each chapter– The Prentice Hall Guide to Writing
• 1 chapter on planning for research, finding sources, evaluating sources, avoiding plagiarism, and citing sources
Information Literacy in the WPA Framework
• Develop rhetorical knowledge– learn and practice key rhetorical concepts such as audience, purpose, context, and genre
through writing and analysis of a variety of types of texts (nonfiction, informational, imaginative, printed, visual, spatial, auditory, and otherwise);
– contribute, through writing, their own ideas and opinions about a topic to an ongoing conversation
• Develop critical thinking through writing, reading, and research– evaluate sources for credibility, bias, quality of evidence, and quality of reasoning;– conduct primary and secondary research using a variety of print and non-print sources– generate questions to guide research
• Develop flexible writing processes– practice all aspects of writing processes including invention, research, drafting, sharing with
others, revising in response to reviews, and editing;– incorporate evidence and ideas from written, visual, graphic, verbal, and other kinds of texts
• Develop knowledge of conventions– explore the concept of intellectual property (i.e., ownership of ideas) as it is used in different
disciplines and contexts • Compose in multiple environments
– select, evaluate, and use information and ideas from electronic sources responsibly in their own documents (whether by citation, hotlink, commentary, or other means)
Knowledge Transfer in the ACRL Framework and Composition Studies
ACRL Framework• “…this Framework envisions
information literacy as extending the arc of learning throughout students’ academic careers and as converging with other academic and social learning goals…”
• Focus on metaliteracy and metacognition
• Information Creation as a Process– Knowledge Practice: Transfer
knowledge of capabilities and constraints to new types of information products
Composition Studies Scholarship• “We get what we teach for…if
we want to help students transfer what they have learned, we must teach them how to do so” (Smit, 134).
• “The only ability students seemed to consistently generalize from one writing task to another within the various activities of schooling was meta-awareness about writing” (Wardle, 76).
English 110: “Teaching for Transfer” Model of Composition Pedagogy
• Developed by Kathleen Blake Yancey, Liane Robertson, and Kara Taczak, the Teaching for Transfer course is marked by: 1. Key rhetorical terms that aid in the understanding of
writing as theory and practice2. The use of reflection as a tool for learning, thinking,
and writing in the course and beyond3. The development of a theory of writing that helps
students create a framework of writing knowledge and practice they’ll take with them when the course is over
English 110Analytical Research Project with
Embedded Librarian Support• Analytical Research Project
– Analytical Research Paper Proposal– Annotated bibliography and Source
evaluation– Draft and Peer Review– Conference with Professor– Final draft
• Key terms:– Discourse community– Exigency– Inquiry– Intertextuality– Register– Writing as a Process– Academic Writing as a Conversation
• Library Visit #1: Overview of Library Resources
• Library Visit #2: (Searching for Secondary Sources and Understanding Types of Sources
• Library Visit #3: Work time on Annotated Bibliographies; Evaluating Secondary Sources
• Library Visit #4: Work Time on Annotated Bibliographies; Citing Secondary Sources using MLA style
Student Self-Reports of Information Literacy Learning in English 110
Student Responses to Library Support
Cultivating the Librarian/Faculty Partnership
• Understand disciplinary values—is research taught explicitly, or are skills assumed?– What is the level of the course? Are you teaching for transfer to
other disciplines or for disciplinary depth?• Propose different/individualized models of embedment
– Do faculty perceive themselves as the authority on research skills in their discipline?
• Partner with disciplines that share similar values/challenges– Does the discipline view research as a “service” to other courses
(negative) or as crucial for transfer of knowledge (positive)?• Make it a research and pedagogical project
– How can the partnership make the most of your time and that of the faculty member’s?
Contacts
Dr. Carl Antonucci, Ph.D., [email protected] 162: American History 1877-Present
Dr. Elizabeth Brewer, [email protected] 110 Introduction to College Writing/ENG 105 Enhanced Introduction to College Writing
Martha Kruy, M.L.S., [email protected] librarian for HIS162 and ENG110
BibliographyCouncil of Writing Program Administrators, National Council of Teachers of English & National Writing Project (2011).
Framework-for-success-postsecondary-writing.pdf. Retrieved from http://wpacouncil.org/files/framework-for-success-
postsecondary-writing.pdf
Machin, A. I., Harding, A., & Derbyshire, J. (2009). Enhancing the Student Experience Through Effective Collaboration: A Case
Study. New Review of Academic Librarianship, 15(2), 145-159. doi:10.1080/13614530903240437
Robertson, L., Taczak, K., & Yancey, K. B. (2014). Writing across contexts: Transfer, composition, and sites of writing. Boulder, CO:
Utah State University.
Schulte, S. (2012). Embedded Academic Librarianship: A Review of the Literature. Evidence Based Library and Information
Practice, 7(4), 122-138. Retrieved from http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/17466
Smit, D. (2004). The end of composition studies. Carbondale, IL: Southern Illinois University.
Wardle, E. (2007). Understanding “transfer” from FYC: Preliminary result of a longitudinal study. WPA: Writing Program
Administration, 31, 1-2. Retrieved from http://wpacouncil.org/archives/31n1-2/31n1-2wardle.pdf
