"Embedded Librarianship": What Does it Mean for the Profession?

[Ramona Islam]

What significance does “embedded librarianship” hold for the profession of librarianship? A relatively new position in the field, it is being promoted, discussed, explained, and documented. Currently, there is no accepted definition of the term within the literature, and it is not always clear what distinguishes the embedded librarian from similar positions such as liaison, outreach, blended, or integrated. Some controversy surrounds the use of the word “embedded,” which has the downside of evoking the image of ticks embedded in clothing or reporters representing only one perspective. The concept of embedded librarianship has gained traction because the need for physical library space is decreasing at the same time that the need for librarian expertise is increasing. Patrons need mediation to find, use and evaluate resources. Embedded librarians are able to address and answer information queries researchers didn’t even know they had. Embedded librarians can provide innovative informational services.

We'd like your input: What course of action do libraries and librarians need to increase and build upon opportunities for embedded librarianship, no matter what we call it? Are there specific adjustments or major changes required to accommodate and promote more of the specialized, in-depth levels of service that embedded librarianship promises?

[Kevin Lau]

Over this summer, our Executive Education department will be offering a three-day workshop on a very hot topic - day lighting design - with the idea to create a similar distance learning offering with content taken directly from the workshop.  I will be participating in this workshop as one of the students, physically "embedded" into the course, but my role will be to gather information, take key notes and concepts, and try to "voice" what worked (or not) from a student's view.  Moreover, during the development of the distant learning course, I will have an active role of being the "teaching assistant" to help develop and repurpose the material for the distance-learning course, especially when the faculty is not around to give input or feedback.  I think this is one model of embedded librarianship where we have a key role in assisting users throughout the entire life cycle of a project and contribute information from a different perspective and experience (in my case, it would be the students view)

[Ramona Islam]

Speaking of embedded librarianship, the following article came out in the Chronicle of Higher Education on Sunday: Tomorrow's Academic Libraries: Maybe Even Some Books, By Jennifer Howard: As patterns of use change, some universities are trying new approaches that have information specialists leaving the building.

 

Any thoughts about this article? It sounds like, increasingly, general undergraduate libraries are borrowing from special libraries in regards to the location of library services.

[Andrew Colgoni]

Liza - 

Funnily enough, my role (as an embedded librarian) isn't really in the job description at all. Nor is there any written language that describes what my role should be or how much I should contribute to the program. I would recommend to others that this should happen, to maximize clarity for all parties.

My understanding was that the Dean of Science approached our UL to be involved shortly after our UL was hired. This happened during the planning stages for the program when there was no faculty or director to persuade or lobby.

[Karen Nicholson]

I would agree with Andrew that relationships are key, and a willingness on the part of administrators (both in the Library and in the host department) are essential. I spent four months as an Embedded Teaching and Learning Librarian in our Centre for Leadership in Learning (CLL) (http://cll.mcmaster.ca): this secondment came about because the Director of the CLL approached the Library. I am the liaison to the CLL and my role as Teaching and Learning Librarian means that I often work with them on Library and campus-wide projects and initiatives. There has to be a "fit" in terms of knowledge and skills, and a willingness to take some risks.

[Liza Vick]

Andrew - Thank you for posting and sharing this article.  Yours sounds like a true partnership with faculty and it is clear to see that your role was embedded in the job description.  Did your dean and UL have to lobby for the position or were the faculty and director of the iSci program already on board with the idea of having a dedicated librarian?

 

[Andrew Colgoni]

In my situation, where I am embedded into the Integrated Science (iSci) program at McMaster University, there are number of factors that play into my role:

(if you're interested in reading about some background on the program: http://www.andrewcolgoni.ca/2010/04/a-new-approach-to-science-educa...)

• I was hired into the role, which was built into the program during the planning process. The director of the program was on the hiring committee. 
• The Dean of Libraries/University Librarian was part of the initial planning of the program and role.
• The director and core staff of the program recognize the need for, and value the role of the librarian.
• The program was given space IN the science library for student study, a shared classroom and offices, including my own.
• I spend a significant portion of my time (as liaison librarian) embedded into iSci, the bulk of which is through instruction, marking and meetings.
• I no longer sit on the research help desk, though I do 1hr week of IM research help.
• I am paid by the library and report through the library.

What's trickier is pulling out which parts are more important than others, and which (if any) are essential to making an embedded relationship work. I do strongly believe that relationships are key. 

[Reece Dano]

Hi Ramona. Speaking for our situation, yes, we always start each resource selection process with an assessment of the user's needs. From there the process becomes very iterative. Sources are selected, shared with the user, approved, refined, and so on.

 

Of course, training and instruction are a big part of our services, too. In fact, we are diligent about instilling a sense of empowerment among our users when it comes finding information on their own. Our theory is that if users can begin to independently orient themselves to a domain before approaching the embedded librarian, the subsequent process is more directed, targeted and nuanced. From a corporate perspective, this is extremely efficient when it comes to billable projects.

 

A simple example would be a project where a lead graphic designer is tasked with understanding trends in consumer discount stock trading. The graphic designer, being unfamiliar with the world of stock trading, begins her search by independently investigating resources we have already trained her to use. When she has gotten a grasp on this domain, she then comes to the embedded librarian to ask if we can discover trends based on specific domain terms she has already uncovered and internalized. From there, it is a matter of finding, analyzing and synthesizing information related to her task and working with her to make sure she and her team understand these trends and can properly apply them to her project tasks. This process may repeat several times over the course of a project.

 

I would say there is never a tension between teaching and leading. Rather, there is a mutual respect for each others' distinct competencies related to the project work. We are each leading our specific processes and equally responsible for teaching each other how our tasks are relevant to the overall goals of the project.

[Ramona Islam]

Thanks, Reece! The portion of your article that addresses the transformation of information into knowledge piqued my interest. It sounds like embedded librarians in the corporate context are selecting key resources to be incorporated into decision making (as opposed to teaching others how to locate sources of relevance to them). If this is correct, I'd love to hear from academic embedded librarians who similarly select key research materials alongside scholars they serve. Is there a tension between teaching and leading? Are both at play in this process? Reece, I'd love to hear more about this from your perspective, also. Thanks!

[Reece Dano]

I have experience implementing an embedded model with a former colleague, Gretchen McNeely within a corporate setting. I think the basic principles are common across a variety of work environments. 

 

Gretchen and I have written and presented about our experience a few times. Perhaps some of this content may be of use to the community. I'd be happy to answer any questions.

 

Embedded Librarianship Part 1: Aligning With Organisational Strategy to Transform Information into Knowledge (FUMSI Magazine)

http://web.fumsi.com/go/article/use/63659

 

[Mallory Stark]

I think Ramona makes a good point. In my experiences in public service, there is often a tension between general services i.e. the Reference Desk and more integrated services like those described in this discussion.  I know that many libraries have discontinued providing service via a traditional Reference Desk.  As libraries face budget cuts and limited resources, perhaps they will have to set priorities and make critical choices regarding where they add the most value. The examples described here demonstrate how librarians are no longer operating on the margins but are collaborating and partnering with researchers in exciting ways.