EMBEDDING LIBRARIANS IN ENGINEERING PROGRAMS: THREE CASE STUDIES WITH ENGINEERING STUDENTS
Notice bibliographique
Résumé
As the information landscape becomes increasingly complex, librarians must adapt accordingly. With information so readily available, students overestimate their research skills and lack awareness of how the library can help. However, librarians’ academic training makes them ideal resources to support students’ complex information needs - whether students know it or not. In this paper, we argue that embedded librarianship is the solution to this disconnect between librarian and user. Specifically, this paper provides case studies at two Canadian universities of librarians approaching embedded librarianship from different directions. At the University of Waterloo, two engineering librarians worked toward an embedded model of librarianship where this was not yet an established model in the Faculty of Engineering. At the University of Saskatchewan, a librarian was hired with the intention of the new position being embedded, without a formal structure or precedent for this within the College of Engineering. The term “embedded librarian” describes a service model where an academic librarian participates in an academic course or program on a continuing basis in order to understand the learning objectives and determine which resources best support them. In order to “do this, the librarian has to be familiar with the work and understand the domain and goals. Doing this, the librarian becomes an invaluable member of the team” [1]. The variables associated with embeddedness include location, funding, management and supervision, and participation [1]. To this end, the authors explore how each of these variables contribute to the success of moving towards this embedded model: how moving out of the library influences overall connection, how they acquired funding to grow a new collection, how management supports the overall goal, and how sustained participation in the program grows new opportunities. At both universities, librarians have seen most success embedding in programs with a strong emphasis on integrated STEM education where the focus is on providing real-world context with the aim of graduating well-rounded engineers [2]. The authors will discuss how programmatic learning outcomes and trends in integrated and interdisciplinary education have allowed them to stretch beyond the traditional boundaries of academic librarianship to demonstrate value to the Engineering departments in new ways. This paper reports on the experiences, advantages, and lessons learned in moving toward this model, and provides concrete examples for adapting these concepts to programs at other institutions. Through an intrinsic case study [3] the authors aim to understand how librarians’ embeddedness can adapt and change to support student learning in different contexts. This session is targeted towards practicing engineering librarians and engineering faculty members and educators. Attendees will leave the session with ideas on how to stimulate new partnerships between their library and Engineering programs.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,004 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».