Technologies like library course pages and Facebook offer new opportunities for librarians and faculty to collaborate, integrate library content and services into student work spaces, and support and expand student learning. During spring semester 2011, a library course page was developed for a graduate-level education class and sent to the instructor for review. That led to comment and expansion of content on the course page. After this interaction, the librarian joined the course Facebook group to explore this venue as an embedded librarian. This article includes the librarian’s and instructor’s perspectives about this work. Collaborative use of social networking tools offers promise for a deeper and a wider range of learning opportunities by potentially enlarging the range of participants in the learning process and by moving class conversations beyond the limits of traditional course management systems.
Patricia Andersen reviews Monty L. McAdoo's, "Building Bridges: Connecting Faculty, Students, and the College Library." Building Bridges gives in-depth, practical advice for librarians, new or not so new to information literacy, with tips on how to both interact with faculty and students to design successful assignments.
Background: Over the last twenty-five years the focus of public services librarianship has migrated toward teaching. Often librarians are not aware of how neighboring institutions are managing that transition. The authors report the results from a survey of information literacy instruction and IL programs in libraries at institutions belonging to the Orbis Cascade Alliance, a consortium in the northwestern United States. Methods: After a literature review and round of testing, a survey link was sent to a contact person at each institution. Results: 38 survey responses were obtained from a range of academic libraries in size and scope. Twenty-seven respondents have had an information literacy program for more than five years; four respondents have had a formal information literacy program for fewer than three years. Seven respondents reported that they did not have an IL program. Conclusions: Librarians vary widely in the number of sessions they teach; one-shot sessions are still the most frequent mode of instruction; over half of Alliance libraries’ institutions have a written statement of objectives for information literacy; the use of active learning and technology is increasing; and librarians continue to struggle with student learning and instructional program assessment. (Survey appended)
Kaijsa Calkins reviews, "Common Ground at the Nexus of Information Literacy and Scholarly Communication" edited by Stephanie Davis-Kahl, Merinda Kaye Hensley. This book brings together an excellent collection of writing by librarians, disciplinary faculty, and others from a wide variety of higher education settings that address the intersections between scholarly communication and information literacy instruction initiatives.
Lia Vella reviews the book, "Embedded Librarians: Moving Beyond One-Shot Instruction." This book is edited by Cassandra Kvenild and Kaijsa Calkins. In her review, Vella shares, "For the first time last year, my library tried an “embedded” relationship with a required freshman class. As a Reference & Instruction Librarian, I attended the lectures, worked with each of the class sections, and created and staffed a “Help Station” with a rotating display of relevant books and articles. This book, Embedded Librarians: Moving Beyond One-Shot Instruction, was, therefore, of interest to me and helped me to formulate ideas about how I wanted to implement my own program."