In the library, we have noticed that students are easily overloaded when their classes come in for an orientation session since there’s so much to cover in such a short amount of time. We have also noticed that students don’t always realize all the legwork that goes into a research assignment until it’s too late. All too often, we see students hurriedly pulling together a few websites to throw a paper together the night before it’s due. To help ameliorate these problems we have been piloting a new program in which we embed a librarian within a class.
In the fall of 2009, I worked closely with Carolyn Pauling’s Professionalism I class and Avilah Getzler’s English 101 class to test the embedded model. Currently, Carolyn Pauling and I are refining the model with her spring Professionalism I students, and I’m also working with 2 sections of Kathy Peterson’s Abnormal Psychology class to help them get through their intensive portfolio project.
Rather than just scheduling one library visit for each of the classes, we have broken up my portion of the instruction over the course of the semester to place it where it makes the most sense to students. In addition to having more than one library visit, I have also gone into the classroom to work with students on their own turf.
Since I’ve become a part of the classes, I’ve been identified as a personal contact for the students; rather than having students come over to get help from “the library,” they have a name and face that they are already familiar with when they need extra help. I have also been able to provide more meaningful feedback to students about their preliminary bibliographies and other assignments. Overall, having an embedded librarian has helped students develop more meaningful contact with library resources while practicing important research skills. I’ve had lots of fun getting to know the students better and working with them more closely on their research projects too!
-Megan
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