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| Main Authors: | , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2016
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1090746 |
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| _version_ | 1867180718851883008 |
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| author | Becnel, Kim Moeller, Robin A. Pope, Jon C. |
| author_facet | Becnel, Kim Moeller, Robin A. Pope, Jon C. Becnel, Kim Moeller, Robin A. Pope, Jon C. |
| collection | Education Resources Information Center |
| contents | Powerful Partnerships: The Worth of Embedding Masters Level Library Science Students in Undergraduate Classes Becnel, Kim Moeller, Robin A. Pope, Jon C. Partnerships in Education Masters Programs Library Science Undergraduate Study Experiential Learning Statistical Analysis Qualitative Research Reference Services Computer Mediated Communication Graduate Students Information Literacy Student Surveys Competence Control Groups Experimental Groups While experiential learning is recognized as an important pedagogical approach in Library and Information Science education, logistical hurdles can make implementing meaningful experiential projects challenging, especially in online courses. This paper will describe a project in which Library Science instructors were able to overcome common obstacles in experiential projects by partnering with instructors of undergraduate courses and leveraging the university's online course management system. In the Embedded Librarianship Project, graduate-level, online Library Science students at Appalachian State University functioned as virtual embedded librarians for several undergraduate Composition classes. This article provides an analysis of quantitative and qualitative data that describes the Library Science students' perception of this project and their learning experience. In the process, the paper will illustrate the pedagogical value of providing Library Science students with intensive and extended experiential learning opportunities such as this one. It will also highlight the benefits received by the undergraduates by virtue of having access to embedded librarians. From this project, Library Science educators might find inspiration to create meaningful collaborative ventures in their own universities and programs. |
| format | Recurso educativo Open Access |
| id | eric_EJ1090746 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2016 |
| record_format | eric |
| spellingShingle | Powerful Partnerships: The Worth of Embedding Masters Level Library Science Students in Undergraduate Classes Becnel, Kim Moeller, Robin A. Pope, Jon C. Partnerships in Education Masters Programs Library Science Undergraduate Study Experiential Learning Statistical Analysis Qualitative Research Reference Services Computer Mediated Communication Graduate Students Information Literacy Student Surveys Competence Control Groups Experimental Groups Powerful Partnerships: The Worth of Embedding Masters Level Library Science Students in Undergraduate Classes Becnel, Kim Moeller, Robin A. Pope, Jon C. Partnerships in Education Masters Programs Library Science Undergraduate Study Experiential Learning Statistical Analysis Qualitative Research Reference Services Computer Mediated Communication Graduate Students Information Literacy Student Surveys Competence Control Groups Experimental Groups While experiential learning is recognized as an important pedagogical approach in Library and Information Science education, logistical hurdles can make implementing meaningful experiential projects challenging, especially in online courses. This paper will describe a project in which Library Science instructors were able to overcome common obstacles in experiential projects by partnering with instructors of undergraduate courses and leveraging the university's online course management system. In the Embedded Librarianship Project, graduate-level, online Library Science students at Appalachian State University functioned as virtual embedded librarians for several undergraduate Composition classes. This article provides an analysis of quantitative and qualitative data that describes the Library Science students' perception of this project and their learning experience. In the process, the paper will illustrate the pedagogical value of providing Library Science students with intensive and extended experiential learning opportunities such as this one. It will also highlight the benefits received by the undergraduates by virtue of having access to embedded librarians. From this project, Library Science educators might find inspiration to create meaningful collaborative ventures in their own universities and programs. |
| title | Powerful Partnerships: The Worth of Embedding Masters Level Library Science Students in Undergraduate Classes |
| topic | Partnerships in Education Masters Programs Library Science Undergraduate Study Experiential Learning Statistical Analysis Qualitative Research Reference Services Computer Mediated Communication Graduate Students Information Literacy Student Surveys Competence Control Groups Experimental Groups |
| url | https://eric.ed.gov/?id=EJ1090746 |