Using an Embedded Librarian Model to Increase Information Literacy in Political Science Research Methods

Abstract

This paper discusses the design, facilitation and outcomes of a pilot embedded librarian initiative that transpired in a research methods course in a political science program. The purpose of this study was to examine the impact and affordances of embedding a librarian in an undergraduate methods course. This study explored how embedding a librarian enhanced the pedagogical approach, student learning outcomes, and to what extent students became more comfortable collaborating with reference librarians to expand their research methods and improve their information literacy skills. The study used a quasi-experimental approach and embedded a librarian using a Just in Time approach. The overall findings of the research study reveal that while there were no statistically significant findings, there were subtle differences between course sections.

Keywords:

• Embedded Librarian
• Research Methods
• Information Literacy Instruction
• Student learning
• Collaboration
• Pedagogy
• Integrated Instruction

Notes

1 See Project Information Literacy: https://www.projectinfolit.org/about.html

2 Affordance Theory of Learning can be traced to J.J. Gibson see: David L, "Affordance Theory (Gibson)," in Learning Theories, July 24, 2014, https://www.learning-theories.com/affordance-theory-gibson.html.

3 See ACRL Standards and IL Framework: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/infolit/framework1.pdf

4 This study was exempt from IRB because it used artifacts from usual educational practices and curriculum. The institution follows definitions from The Department of Health and Human Services’ Office for Protection from Research Risks (OPRR) which states that research is exempt from review by the IRB if it includes research conducted in established educational settings that involves usual educational practices; research involving educational tests which are part of an accepted curriculum; surveys, observations of public behavior where the subject cannot be identified by the collected data; and, or archival research studying existing data, documents or specimens.

Additional information

Notes on contributors

Suzan J. Harkness

Suzan J. Harkness has more than two decades of higher education experiences as both a professor and senior administrator. Earning her Ph.D. in political science & public policy (University of Hawaii) she also has certificates in Data Analytics (Cornell), Leadership and Intercultural Curriculum Development (The East-West Center), and Higher Education Management (Vanderbilt University). She has furthered her expertise by completing programs through Harvard’s professional leadership series, and courses in risk analysis and risk management. Harkness earned her MA in International Relations from U.S. International University and her BS in psychology from the University of Wisconsin, La Crosse. Her work translates into building effective learning programs on both the ground and online, assessing institutional impact, developing sustainable models for institutional transformation, and advancing research as a researcher and an external grant reviewer. Currently she is the associate vice president for academic affairs and assessment at Notre Dame of Maryland University in Baltimore, Maryland.

Faith A. Rusk

Faith A. Rusk is an Information Literacy Instruction Librarian at the University of the District of Columbia in Washington, DC, where she provides information literacy instruction to students, in person and electronically, across a variety of subject areas and levels of expertise. She holds a BA in Comparative Literature from Barnard College, Columbia University and an MLS from the University of Maryland, College Park. Her research interests include embedding information literacy into academic coursework, how we teach technology, and non-research paper approaches to developing information literacy skills. Her scholarship and work translates into advancing information literacy among undergraduate students and assisting students’ academic research skills across a multitude of disciplines.

Ramon Rubio

Ramon Rubio received his BA in Political Science from the University of the District of Columbia in 2018 after serving five years in the Navy as a Fleet Marine Force Corpsman. During his time in the Navy, he was deployed to Marjah, Afghanistan with the 3rd Battalion, 6th regiment of the Marine Corps. He is a graduate student pursuing his master’s degree at American University specializing in economic policy analysis. His graduate research focuses on helping veterans transition into civilian life more effectively while mitigating cost to the public. Mr. Rubio holds a fulltime position as a Legislative Information Specialist for the Library of Congress.