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Librarians are committed to supporting teaching, learning, and research. They are equally committed to supporting student success and retention. Demonstrating the impact that learning management system (LMS) embedded librarians make on student learning has been difficult to correlate, however. Studies that assess this connection, using qualitative and quantitative data have been undertaken in recent years. In a university regional campus library study conducted in 2016-2017, LMS embedded librarians explored the relationship between student learning and information literacy instruction, relying primarily on a customized LMS embedded librarian page of library resources and learning objects. They used a rubric to assess student research papers and bibliographies, LMS course analytics, instructors' grades, and student feedback. This article reviews the literature and their methodology, challenges, and findings. They wish to guide colleagues, committed to assessing how librarians contribute to student learning, in selecting assessment approaches and validate their instructional role.

LMS Embedded Librarianship LMS embedded librarians are engaged in student learning according to the Ithaka S+R US Library Survey 2013. They confer with faculty members to discover what their learning [...]

LMS Embedded Librarianship Academic libraries rely on diverse search systems and finding tools. Web-scale discovery platforms have become the preferred search and have replaced federated searching, which was seen as [...]

LMS Embedded Librarianship Creating a virtual presence, online collaboration, and academic integrity are hallmarks of LMS embedded librarianship. Embedded librarianship necessitates communication and collaboration with faculty who open their LMS [...]

The LMS Embedded Librarian as a Content Creator Once librarians enter the learning management system (LMS) and become involved in individual courses, they are able to create and embed learning [...]

LMS Embedded Librarianship Librarians have long sought new ways to reach out to their users and support those users' research needs. In the age of limited collections of printed materials, [...]

Adapting an existing face-to-face information literacy course that teaches undergraduates how to successfully conduct research and creating an online or hybrid version is a multi-step process. It begins with a desire to reach more students and help them achieve academic success. The primary learning outcomes for any information literacy course are to develop 21st century information literacy skills and provide clarity regarding the research process. This paper provides a step-by-step guide of the transition process from inception to implementation, offering insights and advice to librarians who may be planning such a transition or are building an online information literacy class from the ground up.

Information literacy instruction is provided in five formats: reference, one-shot sessions, credit courses, library Web sites, and embedded librarians. Each method offers distinct merits as well as limitations. Much can be gained by considering the swirl or interplay of all five and how working with one approach informs the others and results in a better information literacy experience for students. Nevertheless, the question must be asked as to which method delivers the best opportunity for undergraduates to develop research skills and why. Recent findings of Project Information Literacy hold clues which signal embedded librarianship as the approach to pursue.

The Impacts of Universal Design and Copyright on LMS Embedded Librarianship The goals of embedded librarians can be expressed in many different ways, given the varieties of courses they work [...]

Having launched a pilot program of embedding librarians in faculty Blackboard courses, a team of university regional campus librarians reviewed their library services to faculty teaching online, off-campus, and traditional courses, and returned for Round 2. Just as the library services offered in this collaborative effort were taking off conditions worsened. A storm of staff reductions, budget cuts, and administrative reorganization hit. Despite the climate of uncertainty and challenges, the embedded librarians persevered as they are convinced of the value of collaborating with faculty in Blackboard as active academic research consultants to further students' information literacy skills. Project Information Literacy's findings validate this strategic solution. Consequently, the embedded librarians assessed users and implemented sustaining practices to the program to maximize its impact. Moving in the right direction is essential and doable, no matter the difficulties. KEYWORDS academic libraries, embedded librarians, embedded librarianship, information literacy, learning-management systems, project information literacy DOI: 10.1080/01930826.2010.489002

Librarians are committed to supporting teaching, learning, and research. They are equally committed to supporting student success and retention. Demonstrating the impact that learning management system (LMS) embedded librarians make on student learning has been difficult to correlate, however. Studies that assess this connection, using qualitative and quantitative data have been undertaken in recent years. In a university regional campus library study conducted in 2016-2017, LMS embedded librarians explored the relationship between student learning and information literacy instruction, relying primarily on a customized LMS embedded librarian page of library resources and learning objects. They used a rubric to assess student research papers and bibliographies, LMS course analytics, instructors' grades, and student feedback. This article reviews the literature and their methodology, challenges, and findings. They wish to guide colleagues, committed to assessing how librarians contribute to student learning, in selecting assessment approaches and validate their instructional role. [ABSTRACT FROM AUTHOR]

The article offers information on the Blackboard Embedded Librarian, a pilot program launched by a trio of librarians at the Gardner-Harvey Library, Miami University Middletown, Ohio. It notes that the pilot program will address the needs of students in their course-related research in online space and allows them to access links to library resources such as full-text subject databases, electronic collections of reference works and research consultations through email, or in-person. It also states that the Blackboard embedded librarian will help in understanding the research assignments of the faculty and the needs of students in terms of library materials.