Reflection on Reading, 27 March

This week, we read (links require U of M log in):

• “The Embedded Librarian Online or Face-to-Face: American University’s Experiences” by Matos, Matsuoka-Motley, and Mayer
• “Effective Teaching: Examples in History, Mathematics, and Science” from How People Learn
• “Online Webinars! Interactive Learning Where Our Users Are: The Future of Embedded Librarianship” by Montgomery

These readings concerned embedded librarianship, subject-based teaching methods, and the virtues of webinars.

The most interesting discussion was that of what makes embedded librarianship different from a librarian that acts as a liaison to a particular department from within the library. The article touched on issues of physical proximity, casual contact with students and faculty, and using virtual tools to bridge the physical gap if the librarian can't be physically within the department. All of this made me think about SI's own librarian and my experiences (or lack thereof) with her. I haven't gone to her for help yet - I'm one of those frustrating patrons that asks the normal reference staff - and I don't know if that would change if I just ran into her more or felt that she was more accessible. But I also remembered hearing that the emails she sends announcing her office hours tend to generate a lot of emailed reference questions. It might be that, in the case of Information Science, it is better to be virtually available than physically nearby. 

The chapter in How People Learn discussed the necessity for teachers to have both knowledge of the subject they teach and pedagogical knowledge, which in this context is an argument for embedded librarians and subject specialists who are both knowledgeable in their area and in librarianship. This is another example of librarians who don't fit into the concept of librarian-as-support-staff. If it's true that subject knowledge is not enough on its own to make a good teacher, then it should be equally true that in order to make the best use of the library, it is necessary to have someone who can combine knowledge of the subject area with knowledge of information service. I should probably remember that next time I have a library-related reference question. 

The last article was a short one extolling webinars as "the future of embedded librarianship." I don't know how true that is, since "webinar" is not the sexiest of terms and might not appeal too much to college students. But the author is right in saying that virtual reference and instruction are where librarianship, especially, I think, academic librarianship is headed.
I also think that continuing to ask ourselves how we can handle the transition to this new internet thing is not a constructive way to approach the topic. Librarians are making this way too complicated, and they're setting themselves apart from their students in the process. Many college students are not new to the internet. We have been online since we were little kids - it's as natural to us as the "real" world is. By continuing to treat the internet like some new unexplored frontier, you're dating yourselves and undermining your own credibility. All you really have to do is use the internet to present information in a way that feels natural and familiar. Trust your instincts.
Also, keep in mind that for many new college students, the internet is not the unfamiliar environment - the library is. By making as many of your resources virtual as you can, you're removing some of the cognitive barriers that prevent students from using the library. You're making it more familiar, not less.

- K