Suggested Readings

One-on-One Sessions

Percentage of students who attended: 65%

Average meeting length: 11 minutes

Follow up assignment scores

(out of 120pts):

Average score of students who attended:

84pts

Average score of students who did not attend:

78pts

Students who attended the one-on-one

session with the librarian did on average

5% better

on the follow up assignment.

Hearn, Michael R. "Embedding a Librarian

in the Classroom: An Intensive Information

Literacy Model." Reference Services Review

33.2 (2005): 219-27.

Lindstrom, Joyce, and Diana D. Shonrock.

"Faculty-Librarian Collaboration to Achieve

Integration of Information Literacy." Refer-

ence & User Services Quarterly 46.1 (2006):

18-23.

Student Feedback

“The most important thing I have

learned in this course is better ways

to do research. I now feel much more

comfortable doing research online

than I did before this class. I can use

this knowledge in many of my other

classes as well.”

“This course has taught me to be a

better writer and researcher. I also

know how to use the resources the

library has to offer for researching

topics.””

“...seeing the librarian helped me

see what I could improve for

writing my final essay. She also

gave me ideas for more sources

that I could possibly use.”

“I have learned how to use blogs, do

better research online, use the library

website, make my own website, and

make movies. I never in a million years

expected to learn all of this in an English

class. […] It was very rewarding.”

“I realized how valuable of a tool

[academic research] is in the writing

process and because of that I will no

longer undervalue it.”

Partnering with the Library:

Implementing Embedded Librarianship in

Course Outcomes

Program Overview

Librarian

Students will be able to:

Formulate a research question and narrow or broaden to fit the scope of the assignment

as necessary.

Identify keywords and develop a search strategy based on their research topic.

Navigate the library website and utilize the resources to find materials relevant to their

topics.

Instructor

Students will be able to:

Identify purpose, audience, and rhetorical situation.

Read, analyze, and integrate academic sources into essays.

Use a process approach to compose complete, coherent, and well-developed thesis-driven

essays.

Locate, evaluate, and integrate information sources.

Employ appropriate documentation to support research-based essays.

English professor Courtney Danforth developed a “research-enhanced” section

of English 101, which aims to teach academic writing as a dialogue with estab-

lished scholars. The goal is to teach information-literacy, data-literacy, academic-

literacy, software-literacy, rhetoric, and composition with the concentrated collab-

oration of two established researchers: one with particular expertise in infor-

mation discovery and retrieval and the other with particular expertise in composi-

tion .

Together with librarian Ted Chodock, the curriculum was co-developed for this

course. Caprice Roberson, the embedded librarian, leads three class meetings

(Working with Research Questions, Finding and Accessing Sources, and Source Se-

lection). The two co-manage research “labs”, and Caprice meets individually with

each student to discuss their specific research challenges (one-on-one sessions).

Everything else in the course is fairly typical for a First Year Composition (FYC)

curriculum.