Emmanuelle Chevry Pébayle
University of Strasbourg (France), LISEC, France
In view with these observations, teaching practices must evolve in order to meet the needs of students who are becoming more and more active in their learning. The increase of online learning opportunities and e-courseware products has developed several options for librarian engagement in higher education coursework and course platforms (Landry-Hyde and Cantwell, 2013).
Among these changes, we examined the integration of a librarian into a first year course in higher education. Integrated library science is a strategic model that puts information professionals in a position to offer their knowledge and expertise to individuals or working groups who need it (Shumaker, 2012). This relationship produce a shared goal (Shahril and Fazli, 2015).
How can a librarian collaborate in a class with a teacher? And how do the students appropriate this device? These are the questions that this communication proposes to answer.
This contribution examines the effect of an embedded librarian in a reversed class aimed at developing the information skills of undergraduate students. After presenting the current state of research on integrated librarians, we will examine two iterations of the same reversed class device. The experiment was conducted as part of a digital literacy course with two groups of students (G1 and G2) from DUT Information-Communication, in first year (n = 57): these two groups share the same teacher, follow the same specialty option and benefit from the same number of courses. Students in the G1 group had the opportunity to solicit a librarian, identified as a resource person, in addition to the teacher: this group was chosen at random. The communication will present the help formulations expressed by the students, as well as the story of the two librarians who have had this integration experience.
We will observe on the one hand how the librarian integrated the course, the help he gave, his feelings; on the other hand we will present the reception of the device by the students and we will ask ourselves if the students (G1) who benefited from the help of the librarian had better results than the others (G2).
Boubée, N. and Tricot A. (2010). Qu’est-ce que rechercher de l’information ? : état de l’art. Villeurbanne : Presses de l’ENSSIB.
Chalmel, L., Chevry Pébayle, E., Frisch, M., Gossin, P., Kennel, S., Paivandi, S., Trestini, M. et Weisser, M. (2016). Articulation et complémentarité des équipes pédagogiques et des services de documentation au cœur de la transformation pédagogique. Paris: DGESIP <http://www.enseignementsup-recherche.gouv.fr/pid29939-cid110776/de-la-pedagogie-a-la-documentation.html>.
Landrry-Hyde D. and Cantwell L. (2013). Virtually Yours : online embedded librarianship in higher education. Policy Studies Organization, 2 (2), Article 2. Repéré à http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.830.8136&rep=rep1&type=pdf
Le Deuff, O. (2011). La formation aux cultures numériques : une nouvelle pédagogie pour une culture de l’information à l’heure du numérique. Editions Fypf.
Shahril Effendi I. and Fazli O. (2015). International Conference on Libraries: “Openness Paradigm: Emerging Knowledge Ecologies” 25th- 26th August 2015, Vistana Hotel, Penang, Malaysia
Shumaker, D. (2012). The Embedded Librarian: Innovative Strategies for Taking Knowledge where It’s Needed. Medford, USA : Information Today, Incorporated.
Keywords: embedded librarian, pedagogy of higher education, information literacy, innovation, collaborations between a librarian and learning community.
Conference themes: digital revolution in science, culture, and education, digital revolution in libraries, archives, and museums