Generic Embedded Librarian: A How-to Guide

Here is a sample generic template:

Research with Library Resources (Intro to Research)

The template is often customized for faculty. Librarians should make tailored content for faculty who request it. Here is an example: Template for specific / customizable content 

There are 6 steps in the module. Please see below for more details on each step.

In this first tab, students are introduced to the Librarian and given general information about the library. If there is a librarian for their course or subject, this is also a space for them to introduce themselves. This first step is focused on starting the module in a warm, friendly manner.

This tutorial asks students to:

• Think critically about their assignment. What is being required of them?
• Use Opposing Viewpoints to explore topics
• Watch the Developing a Topic video currently being used in other library LibGuides
• Write out a working research question or thesis statement and identify the main concepts and synonyms

This tutorial asks students to:

• Watch the Scholarly and Popular Sources video currently being used in other library LibGuides
• Watch the Information Cycle video from the University of Illinois
• Read about the peer review process
• Fill out a worksheet evaluating a sample scholarly article

This tutorial asks students to:

• Define plagiarism and citations.
• Watch the Citing Sources & Avoiding Plagiarism video
• Understanding the scholarly conversation process
• Understanding the consequences of plagiarism at Chaffey
• Cite properly in different citation styles

This tutorial asks students to:

• Evaluate their assignment for considerations about which databases to use
• Watch the Academic Search Complete video
• Read tips on how to use the database
• Access Academic Search Complete, find an article, and fill out a worksheet evaluating their article

This step is meant to provide information for how to complete their specific assignment. It can include subject-specific strategies, more information on other databases that are more helpful for a subject, or concrete advice on how to get started with their research. If possible, it's recommended that a video be developed for each course with information on how to do research in that area. We acknowledge that some instructors do not want or need subject or assignment-specific information, which is why the generic Step 5 was created. Try working with instructors to develop something that will be the most helpful to students in that specific course.

This page is meant to provide encouragement to students. Research is a very daunting task for some, and we want to make sure students feel supported by the library. In addition to combatting Library Anxiety, this will also help foster a Sense of Belonging in the students who interact with us. We aim to make students feel like they matter, their concerns matter, and that we are there to help them succeed.

There are some subjects that are not covered in the library module. Think of this module as a digital representation of our in-person presentations: We can only share so much content before students get overwhelmed, or before class is over. This is why it is essential that each librarian and each course instructor think critically about what information should be presented to students in the limited amount of time we have.

For example, if the English 1A course instructor I am working with has assigned students their topics, then they will not need the "Picking a Topic" tutorial in that course. This step can be deleted from their module. Or, if an instructor is not requiring the use of scholarly articles, then the tutorial in Step 3 can be eliminated.