Using an Embedded Librarian Model to Increase Information Literacy in Political Science Research Methods.
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| Title: | Using an Embedded Librarian Model to Increase Information Literacy in Political Science Research Methods. |
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| Authors: | Harkness, Suzan J.1, Rusk, Faith A.2, Rubio, Ramon3 |
| Source: | Journal of Political Science Education. Jul-Sep2021, Vol. 17 Issue 3, p385-405. 21p. |
| Subject Terms: | *Library science, *Information literacy, *Political science education, *Political science students, Embedded librarians |
| Abstract: | This paper discusses the design, facilitation and outcomes of a pilot embedded librarian initiative that transpired in a research methods course in a political science program. The purpose of this study was to examine the impact and affordances of embedding a librarian in an undergraduate methods course. This study explored how embedding a librarian enhanced the pedagogical approach, student learning outcomes, and to what extent students became more comfortable collaborating with reference librarians to expand their research methods and improve their information literacy skills. The study used a quasi-experimental approach and embedded a librarian using a Just in Time approach. The overall findings of the research study reveal that while there were no statistically significant findings, there were subtle differences between course sections. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This paper discusses the design, facilitation and outcomes of a pilot embedded librarian initiative that transpired in a research methods course in a political science program. The purpose of this study was to examine the impact and affordances of embedding a librarian in an undergraduate methods course. This study explored how embedding a librarian enhanced the pedagogical approach, student learning outcomes, and to what extent students became more comfortable collaborating with reference librarians to expand their research methods and improve their information literacy skills. The study used a quasi-experimental approach and embedded a librarian using a Just in Time approach. The overall findings of the research study reveal that while there were no statistically significant findings, there were subtle differences between course sections. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15512169 |
| DOI: | 10.1080/15512169.2019.1667810 |
