Refer to each tabs for threshold concepts, Authority is Constructed and Contextual, Information Creation as a Process, Information has Value, Research as Inquiry, Scholarship as Conversation, and Searching as Strategic Exploration. Each Frame includes Knowledge Practices and Dispositions for the novice through expert student. We continue to shape methods for embedded instruction based on literature, formal assessment and feedback from workshops, modified assignments, and curriculum mapping.
Collaborations develop from a series of steps,
1. The hybrid approach begins with classroom “meet & greet” introductions primarily to new faculty and adjunct instructors. At the beginning of the semester, librarians visit classrooms, introduce themselves and hold a brief discussion on library services. In a follow-up email, librarians request a syllabus and suggest the class comes into the library for a tutorial specific to the course. Introductions and follow-up are tracked in a log each semester.
2. Working with the Syllabus. Librarians use the course syllabus throughout the semester. We can make recommendations from the collection, as well as strengthen gaps based on the required and suggested resources. In addition, we refer to the syllabus when helping students. Often the syllabus assignments help students build their articulating concept maps, search strategy, and further information inquiry. For example, a student "needs drawings" for a precedent but in actuality, they specifically need a structural detail.
3. Tutorial Class Sessions, Studio Visits and Workshops. Tutorials take the shape of a formal instruction followed by time to gather research and work with individual students. This time builds relationships for research consultations and ongoing virtual support. Tutorials take place either in the library, classroom or studio.
4. Course Guides. Course guides are compiled for each class tutorial. The course guide is designed to highlight highly relevant sources, course reserves and specialized search techniques such as, locating images, acquiring geo-data, organizing research, or formatting citations.
5. Site Visits Librarians travel with classes to support information gathering conversations on location. This is especially pertinent for fifth year thesis students where during the Fall semester, "Thesis students are expected to gather and evaluate information relevant to their theme, including precedents, site and cultural, environmental, political, economic, and social factors." - Professor Naomi Frangos. In context, this involves, analyzing maps, navigating municipal agencies, historical archives, public libraries, etc. The librarian supports student navigating, editing, and prioritizing these information gathering decisions.
6. Virtual Collaboration - Students benefit from ongoing Reference services throughout the semester over Zoom, email, google docs, and libchat.
2017-18 Studio: APPARATUS FOR VARIABLE SITE ARCHITECTURE (A CASE FOR LOS ANGELES)
Through collection development, tutorials, guest critics, site visits and individual research consultations each collaboration developed organically. The 2016-17 Arch 501/502 Thesis class was the first cohort of students who worked with Vanessa. In January 2018, Vanessa traveled with the 'Apparatus' Studio to Los Angeles for the site visits. She worked directly with students to access municipal information and develop their thesis statements. The current parameters for Embedded Librarian services developed from this collaboration. Embedded Information Literacy proposal was published as a poster session at The Art Librarians of North America 46th Annual Conference.
Embedded Librarians
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