"The idea behind the embedded librarianship model is to enable librarians to demonstrate their expertise as information specialists and to apply this expertise in ways that will have a direct and deep impact on the research, teaching, or other work being done. Through embedded librarianship, librarians move from a supporting role into partnerships with their clientele, enabling librarians to develop stronger connections and relationships with those they serve..."
"The class that I joined via Twitter was called “From Memex to YouTube: Introduction to New Media Studies.” It was a first-year honors seminar. The focus of the class was to understand the field of New Media Studies by exploring the “digital medium” in all of its various technological, historical, cultural and educational expressions. Some of Dr. Campbell’s learning objectives for the class were to understand “the past and future of computers and how they affect how we think and what we do.” Integral to the class learning experience, Dr. Campbell wanted the students to not just examine but use new media technologies and applications. As such, the students were required to blog before every class, comment substantively on another classmate’s blog, contribute to the class wiki, tag links of interest using Delicious.com, and participate in a class discussion using Twitter (using a designated class hashtag).
This framework that Dr. Campbell set out for the class helps his students begin to curate what he calls their “personal cyberinfrastructure”, which he believes is crucial “to shape their own cognition, learning, expression, and reflection in a digital age, in a digital medium.”
"...it suddenly became crystal clear to me that for school libraries to truly represent the qualities we value about 21st century learning, we must be willing to let go of the traditional model of school librarianship and grasp one that is bolder in scope and practice. The model of the solitary librarian (who might be lucky to have an additional partner) toiling in a piecemeal effort to infuse information literacy skills into the curriculum and to be a true collaborative partner to a disproportionate ration of teachers and students is in direct conflict to the model of 21st century classrooms that values learning focused on collective intelligence and collaborative knowledge building as a community of learners. How much more seamless and authentic would research, content creation, and evaluation of information be if school librarians were embedded in a team of classroom teachers? This model would help teachers, students,and school librarians engage in conversations about multiple forms of literacy and consequently, position information literacy as an essential and integrated literacy into content area instruction. Research, information seeking and evaluation, and creation of content would no longer be an isolated activity students engaged in once or twice or year, but instead, a regular learning experience."
"A major goal of every YA librarian is to increase her market share, that is, to increase the number of teenagers using her library and those teens’ level of engagement in the library. In my experience, the most reliable and lasting way to accomplish this goal is for the YA librarian to actively embed herself in her community..."
(PDF file) Today’s students are critical thinkers, collaborators, and creators. They expect to participate in twenty-first century learning environments not as passive information consumers (think lec-tures), but as active contributors (think team-based problem-solving). There are opportunities for instruction librarians to collaborate directly with student-led organizations. These partnerships have the potential to increase attendance at library events and provide platforms for students to engage in richer forms of exploratory learning that incorporate twenty-first century skills. This article will discuss the literature surrounding library instruction collaborations, identify “Libra-rian–Student Organization Collaborations” as an important form of partnership, and supply spe-cific case studies of successful library instruction events based on these collaborations.
"I’ve been investigating ways to curate conversations that take place on the web, via social media and in other places. I’m doing so at this point mainly to be able to display some of the great conversations that happened in the two New Media Studies first year seminars (#nmsf09 and #nms_f10) where I was the Twitter-embedded librarian. So far I’ve been looking at Storify.com (where I have put my name in for an invite), Memolane.com, and Curated.by, which I have signed up for and begun to play around with."
The article discusses an initiative of the Arizona Health Science Library (AHSL) at the University of Arizona to increase library services for students and faculty by utilizing the information specialist concept. The author notes decreased library circulation and use by faculty. AHSL liaison librarians were embedded with researchers in the school's research building, as well as the medical and pharmacy colleges, to provide decentralized library service and information support to researchers in different disciplines and fields. The author notes the success of the liaison program, leading to its expansion into the university's nursing college. Liaison librarians can attend faculty meetings and serve on faculty committees.
Embedded Librarianship: A High School Case Study (9781613503089): Buffy J. Hamilton "This case study chronicles the learning experiences of 10th grade Honors Literature/Composition students who participated in a 2009-10 learning initiative, Media 21, at Creekview High School. This program, spearheaded by school librarian Buffy Hamilton and English teacher Susan Lester, provided students a learning environment facilitated by both Hamilton and Lester in which Hamilton was “embedded” as an instructor. Media 21, rooted in connectivism, inquiry, and participatory literacy, emphasized students creating their own research “dashboards” and portals, the creation of personal learning networks to help students engage in their learning experiences, and to evaluate a diverse offering of information sources more critically."