This document discusses embedding librarianship in learning management systems (LMS). It defines LMS embedded librarianship as incorporating traditional information literacy methods by relocating library instruction within the LMS in a proactive manner. This makes library tools and resources visible directly within the course management system. The document then outlines various aspects of implementing and sustaining an LMS embedded librarian program, including best practices, pilot programs, content creation and reuse, assessment methods, marketing strategies, and ensuring scalability.

1. EMBEDDING
LIBRARIANSHIP IN
LEARNING MANAGEMENT
SYSTEMS
Beth E. Tumbleson
John J. Burke
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2. Today‘s Workshop
• Learning management system (LMS) embedded
librarianship defined
• Tour of course content
• LMS embedded librarian pilots
• Marketing LMS embedded librarianship
• Gathering/creating/re-using content
• Assessment
• Sustainability & scalability
• The future
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3. Poll Time: Are you currently embedded in
LMS courses?
• Yes
• No
• In the past
• We hope to start
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4. Ask a Librarian???
• ―…many of our student
interviewees had never asked
librarians for help or had only
made simple requests of
librarians.
Furthermore, these students
did not necessarily know what
librarians could do. A number
of students indicted that they
were unsure which members
of the staff even were
librarians.‖
(Miller and Murillo, 2012: 53)
Duke, Lynda M., and Andrew D. Asher, eds. 2012. College Libraries
and Student Culture: What We Now Know. Chicago: American Library
Association.
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5. Faculty admit…
―Faculty recognized that many students
have deficits in their knowledge and
skills, related to the research process.‖
(Armstrong, 2012: 34)
Duke, Lynda M., and Andrew D. Asher,
eds. 2012. College Libraries and
Student Culture: What We Now Know.
Chicago: American Library Association.
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6. Timely
―The Library in 2020…‖
―The good news is we still have the library…‖
―The bad news is nobody uses the library anymore.‖
―To be fair librarians got a lot of things right.‖
"At the same time, the lens of "library as people" launched an army of
embedded librarians into departments, classrooms, and online courses. Their
integration into student and faculty workflow dramatically improved the real
and perceived value of librarians. And each time they helped a patron find
and evaluate information, they improved that person's learning skills for life."
• Peter Morville. Inspiration Architecture: The Future of Libraries. Semantic Studios, Blog
Post, January 16, 2013. Retrieved from
http://semanticstudios.com/publications/semantics/000664.php
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7. Extrapolations
• ―The plethora of information sources available online and their
relative ease of access give students a sense of autonomy and
self-control that feels liberating and empowering. Librarians
can work with this sense of self-efficacy by weaving our
presence into their Web world via chat reference, online guides
and tutorials, and other tools that will connect them to the
library from where they are already connected.‖
(Miller and Murillo, 2012: 68-69)
Duke, Lynda M., and Andrew D. Asher, eds. 2012. College Libraries and
Student Culture: What We Now Know. Chicago: American Library Association.
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8. LMS Embedded Librarianship
1. Incorporates traditional information literacy methods
2. Proactive: relocates library instruction in LMS
3. Makes Library tools visible – Discovery
Layer, OPAC, LibGuides
4. Collaborative
5. Maximizes emerging technologies
6. Versatile
7. Student-centered
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9. National Data – EL Surveys
• 2011 • 2013
• 12 electronic discussion lists • 13 electronic discussion lists
• 280 respondents • 203 respondents
• 55% 4 year university • 47% 4 year university
• 23% community college • 31% community college
• 4% 4 year college • 5% 4 year college
• 3% regional campuses • 5% regional campuses
• 1% for-profit institution • 1% for-profit institution
• 70% Online • 77% Online
• 69% F2F • 64% F2F
• 54% Hybrid • 57% Hybrid
• 61% Undergraduates • 70% Undergraduates
• 42% Graduates • 35% Graduates

11. EL Tour: Into the LMS
• Which LMS do you have?
• More than one?
• Do you use your LMS already?
• What status options or roles are there?
• Practice, practice, practice

12. EL Tour: What gets embedded?
2013 survey data (2011 survey data)
• Links to library databases and other information resources – 81% (76%)
• Encouragement to contact the embedded librarian – 83% (76%)
• A library tab in the LMS/VLE for all courses – 77% (72%)
• Tutorials, embedded or linked – 70% (69%)
• Information on research concepts – 70% (66%)
• Suggested research strategies – 68% (63%)
• IM or chat widgets in the course – 19% (26%)

13. EL Tour: How to share content?
• Embedded librarian pages
• Alongside instructors‘ assignments
• Discussion boards or forums
• Announcements
• E-mails
• IM and chat
• Web conferencing

14. EL Tour: Embedded Librarian Page

16. EL Tour: Further Integrated Content

17. EL Tour: Other Examples
• Northern Kentucky University (Blackboard)
• Content posted in each course from in-house repository
• Discussion boards in each class
• East Tennessee State University (Desire2Learn)
• Module with videos, documents, links
• Linked LibGuides to connect students with subject liaisons
• The Community College of Vermont (Moodle)
• Course forums with focused threads created by librarians

18. Pilot Programs
• Scope
• Plan
• Best Practices
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19. Best Practices – Learn More
Conferences to Attend:
• ACRL 2013, Indianapolis
• LOEX 2013, Nashville
• Distance Library Services 2014, Denver
• Your state annual conference
Listservs to Join:
• dls-l@ala.org
• EMLIBS@listserv.muohio.edu
• DLSCONF@ls2.cmich.edu

20. Pilots Continued
• LMS Skills
• Select Services to Offer
• Recruit Faculty
• Implement
• Assess
• Improve
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21. Marketing Has Changed
• Philip Kotler. Marketing 3.0 from Products to Customers to
the Human Spirit
• Marketing 1.0 in the industrial age, product-centric
• Today‘s Marketing 2.0 in the information age, consumer-oriented
• Marketing 3.0 in the values-driven era, touches the human spirit
• Brian Matthews. Marketing Today’s Academic Library
• Shift away from the traditional transaction-based approach
• Highlight the experiential narrative
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22. Top Faculty Preferred Marketing Methods
Embedded Librarian Survey 2011
• Word-of-mouth, faculty to faculty, (180) 70%
• Personal invitation by librarians, (174), 67%
• E-mail from librarians, (168), 65%
ERIAL
• Electronic
• F2F
• Print-based
• Liaison relationships
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23. Students & LMS
―… technology infrastructure such as the
library website and course or learning
management systems are among the
institutional technology resources that
students use the most.‖ (19)
Educause Center for Applied Research, Study of Undergraduate
Students and Information Technology, 2012
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24. Students & Technology
Top 3 student-used- Students prefer:
resources that grew the • On-demand problem
most in last 3 years: resolution with
• e-portfolios technology over
• web-based citation organized training
tools (course, seminar)
• e-Books (19) • Communicating with
instructors via e-mail
(22-25)
Educause Center for Applied Research, Study of
Undergraduate Students and Information Technology,
2012

25. Faculty – Marketing Considerations
• Otherwise Engaged
• Teaching, scholarshi
p, service, tenure &
promotion
• Unaware of current
library developments
• Diverse Mindsets
• Idealist, Willing, Relati
onal, Mistaken, Closed
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26. Marketing Goals
Students
• Build credibility: become trusted research consultant
• Demonstrate expertise
• Be open, honest, and noticed
Faculty
• Impart value
• Save time
• Keep current with library collections and services
• Address discipline standards
• Better student research products
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27. Marketing – 10 Selling Points
• Personal librarian within complex library system
• Embedded librarian familiar with the research assignment
• Online research expertise within the familiar LMS
• Easy to ask questions
• Highly relevant library content
• Quick links to electronic resources, not the whole library
website
• Clear explanations of library jargon
• Search strategies and tips
• How-to digital tutorials
• Web 2.0 tools for mind mapping, presenting, citing
sources

28. Question Time
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29. Gathering/Creating/Re-using Content
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30. Micro vs. Macro Approaches
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31. Repositories
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32. Sample repositories
• ANTS (ANimated Tutorial Sharing) Project —
www.screencast.com/users/ANTS
• CLIP (Cooperative Library Instruction Project) —
www.clipinfolit.org/tutorials
• LION (Library Information literacy Online Network) —
http://blip.tv/LIONTV
• MERLOT (Multimedia Educational Resource for Learning
and Online Teaching) —
www.merlot.org (look under the Library and Information
Services category)
• PRIMO (Peer-Reviewed Instructional Materials Online)
Database —
www.ala.org/apps/primo/public/search.cfm

33. Roll Your Own (screencasts, etc.)
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34. Screencasting tools
• Adobe Captivate —
www.adobe.com/products/captivate.html
• Screencast-O-Matic — http://screencast-o-matic.com/
• Screenr — www.screenr.com
• TechSmith‘s Camtasia —
www.techsmith.com/camtasia.html
• TechSmith‘s Jing — www.techsmith.com/jing.html
• Wikipedia comparison of screencasting tools –
http://en.wikipedia.org/wiki/Comparison_of_screencasting
_software

35. Anatomy of an EL Page Re-used content
Written for the assignment
Linked resources
―Original‖ content
Embedded
screencast

36. LMS as platform: flexible/malleable

37. Assessment
• Evaluation step in instructional design
• Questions:
• Purpose
• Audience
• Focus
• Resources
Matthews, Joseph R. 2007. Library Assessment in Higher Education. Westport, CT: Libraries
Unlimited.

38. Assessment Methods
Method Audience What is Being Timing What the Embedded Librarian Can
Assessed Do with the Feedback
Surveys Students/Faculty Perceptions and After class Shape future embedded librarian
self-reported use of offerings with feedback on use,
the service impressions, and suggestions for
improvement
Focus Groups Students/Faculty Perceptions of the Before/after Shape future embedded librarian
service; suggestions class offerings with feedback on use,
for improvement impressions, and suggestions for
improvement
Information Students Student Pre- and post- See impact of embedded librarianship
Literacy performance on test on changing student performance
Assessments information literacy
tasks
Assignment Students Student After class Assess the real-world application of
Analysis performance of information literacy skills by students
research skills
LMS Statistics Students Student activity with After/during Tell which materials were viewed by
embedded librarian class students and how often
materials
Usability Students The design of the Prior to class Re-design the instructional materials
Testing embedded librarian
materials

39. Assessment: how is it being done?
2013 survey data (2011 survey data)
• Surveys of participating students – 46% (48%)
• Surveys of participating faculty – 40% (33%)
• Analysis of student research assignments – 31% (24%)
• Information literacy assessments of students (pre- and
post-tests) – 25% (20%)
• Focus groups of participating faculty – 4% (5%)
• Focus groups of participating students – 3% (6%)
• Other – 40% (40%)

40. Assessment @ MU Middletown
• Survey questions at
http://www.users.muohio.edu/burkejj/embeddedsurveys.html

41. Poll #2: How many courses are you
embedded in during a semester?
• 4 or fewer
• 5 to 10
• 11 to 15
• 16 or more
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42. Sustainability & Scalability
2013 Survey Data (2011 Survey Data)
50% (44%) are embedded in 4 or fewer courses
20% (19%) are embedded in 5-10 courses
12% (15%) are embedded in 11 or more courses
(31%) of MLS librarians at institutions are embedded
What does embedded look like? Top 4:
81% (76%) links to library databases, etc.
83% (76%) encouragement to contact EL
84% (73%) one librarian assigned to a course
77% (72%) library tab in the LMS for all courses

43. Issues
Too Time Consuming?
• Visibility to faculty & • http://www.flickr.com/phot
students os/peter_curb/663010363/
• Efficiency in research sizes/m/in/photostream/
guidance
• Set reasonable
boundaries
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44. Issues
Too Much Resistance?
• Library administrators –
effective service?
• IT staff – access
• Faculty – course control
• Librarians – 1 more thing
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45. Issues
Equal Service for All?
• Traditional instruction is
uneven
• Select courses with
research component
• Embed in strategic courses
in major or curriculum
• Provide equitable service for
e-learning courses
• Work with willing faculty
• Apply Macro/Micro solution
as needed
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46. Issues
Does the Library Infrastructure
Need Updating?
• Recruit, train, mentor staff
in LMS, technology
• Review & change public
services & staffing levels
• Reassign duties
• Share learning objects
• Campus referrals
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47. It‘s Worth It
• Students use the LMS
• Prefer online research
• Feel overwhelmed by too much digital information
• Seek help from a trusted source
So
• Become a LMS insider: work on their turf
• Demonstrate value and expertise
• Streamline research
• Make library content accessible
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48. The Future of LMS EL?
• Not predictions
• Likelihoods and trends
• How to improve EL
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49. What is coming?
• The growth of online learning
• More and more mobile students
• Changes in the LMS
• Dominance of Born-Digital Resources
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50. What can the embedded librarian do?
• Stay current with embedded developments
• Follow best practices
• Grow your service
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51. Where should EL go from here?
• A larger practitioner community
• A research agenda
• The predominant form of information literacy instruction
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52. Stay informed and join the discussion
• EMLIBS (Embedded librarians discussion group)
• Join at http://listserv.muohio.edu/archives/emlibs.html
• Embedding Librarianship in Learning Management
Systems
• Order now at http://www.alastore.ala.org/detail.aspx?ID=4266
• Preview chapter 3 on pilot programs on Scribd.com
• Review our TechSource workshop slides on Slideshare.net

53. Question Time
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54. Contact information
tumbleb@miamioh.edu
burkejj@miamioh.edu
Gardner-Harvey Library
Miami University Middletown
Middletown, Ohio