This presentation highlights the details of the partnership between a CSN instructor and librarians to bring a librarian into a "research-enhanced" section of English 101, and demonstrates how this program has contributed to the success of the students.

1. One-on-One Sessions
Partnering with the Library:
Percentage of students who attended: 65%
Implementing Embedded Librarianship in
Program Overview
Average meeting length: 11 minutes
Follow up assignment scores
(out of 120pts):
Average score of students who attended:
84pts
Average score of students who did not attend:
78pts
English professor Courtney Danforth developed a “research-enhanced” section
of English 101, which aims to teach academic writing as a dialogue with established scholars. The goal is to teach information-literacy, data-literacy, academicliteracy, software-literacy, rhetoric, and composition with the concentrated collaboration of two established researchers: one with particular expertise in information discovery and retrieval and the other with particular expertise in composition .
Together with librarian Ted Chodock, the curriculum was co-developed for this
course. Caprice Roberson, the embedded librarian, leads three class meetings
(Working with Research Questions, Finding and Accessing Sources, and Source Selection). The two co-manage research “labs”, and Caprice meets individually with
each student to discuss their specific research challenges (one-on-one sessions).
Everything else in the course is fairly typical for a First Year Composition (FYC)
curriculum.
5% better
on the follow up assignment.
 Hearn, Michael R. "Embedding a Librarian
in the Classroom: An Intensive Information
Literacy Model." Reference Services Review
33.2 (2005): 219-27.
Lindstrom, Joyce, and Diana D. Shonrock.
"Faculty-Librarian Collaboration to Achieve
Integration of Information Literacy." Reference & User Services Quarterly 46.1 (2006):
18-23.
“I have learned how to use blogs, do
better research online, use the library
website, make my own website, and
make movies. I never in a million years
expected to learn all of this in an English
class. […] It was very rewarding.”
Instructor
Students will be able to:

Identify purpose, audience, and rhetorical situation.

Suggested Readings
“The most important thing I have
learned in this course is better ways
to do research. I now feel much more
comfortable doing research online
than I did before this class. I can use
this knowledge in many of my other
classes as well.”
Course Outcomes
Students who attended the one-on-one
session with the librarian did on average
Student Feedback
Read, analyze, and integrate academic sources into essays.

Use a process approach to compose complete, coherent, and well-developed thesis-driven
essays.

Locate, evaluate, and integrate information sources.

Employ appropriate documentation to support research-based essays.
Librarian
Students will be able to:



Formulate a research question and narrow or broaden to fit the scope of the assignment
as necessary.
Identify keywords and develop a search strategy based on their research topic.
Navigate the library website and utilize the resources to find materials relevant to their
topics.
“This course has taught me to be a
better writer and researcher. I also
know how to use the resources the
library has to offer for researching
topics.”
”
“...seeing the librarian helped me
see what I could improve for
writing my final essay. She also
gave me ideas for more sources
that I could possibly use.”
“I realized how valuable of a tool
[academic research] is in the writing
process and because of that I will no
longer undervalue it.”