Session Number
P231
Keywords
academic librarianship, collaboration, embedded librarian, embedded librarianship, engineering, higher education, information literacy, library instruction, peer learning
Description
The introduction of new 4-year undergraduate program has unprecedented impacts on the curriculum design, pedagogies and student learning styles for higher education institutions in Hong Kong. In order to prepare for this challenging reform, the Hong Kong University of Science and Technology (HKUST) has strategically redeveloped its undergraduate curriculum. The new curriculum also emphasizes the student-centric approach, with new teaching initiatives to enhance students learning and personal development. Apart from equipping students with sound knowledge in specialized subject areas, graduates are also expected to develop high-level, transferable competencies including critical thinking, leadership, teamwork and information literacy.
For many years, the Library has been offering information literacy instructions in all means through orientation programs, course-related classes, credit-bearing information literacy course, database workshops and web-based tutorials. To support the new pedagogical reforms, the Library must be proactive in promoting ourselves to faculty and students as their partners in teaching, learning and research. The librarians must also recognize users’ information needs and behaviors in order to deliver effective, relevant and creative services.
In spring, 2011, two reference librarians were invited to join a newly developed engineering course; worked closely with undergraduate students and faculty on solutions to real world challenges throughout the semester. It was the first time HKUST librarians embedded in a course. This collaboration not only strengthened our relationship with faculty and students, it also helped us better understand the learning and information-seeking behaviors of our young generations, and gave us directions on what and how to support student learning in the future. This paper chronicles the faculty-librarian collaboration; follows by the discussion of emerging opportunities and challenges for embedded librarianship in one of the signature courses at the HKUST.
P231 Presentation
Embedded Librarians in the Classroom: A Case Study at HKUST Library
The introduction of new 4-year undergraduate program has unprecedented impacts on the curriculum design, pedagogies and student learning styles for higher education institutions in Hong Kong. In order to prepare for this challenging reform, the Hong Kong University of Science and Technology (HKUST) has strategically redeveloped its undergraduate curriculum. The new curriculum also emphasizes the student-centric approach, with new teaching initiatives to enhance students learning and personal development. Apart from equipping students with sound knowledge in specialized subject areas, graduates are also expected to develop high-level, transferable competencies including critical thinking, leadership, teamwork and information literacy.
For many years, the Library has been offering information literacy instructions in all means through orientation programs, course-related classes, credit-bearing information literacy course, database workshops and web-based tutorials. To support the new pedagogical reforms, the Library must be proactive in promoting ourselves to faculty and students as their partners in teaching, learning and research. The librarians must also recognize users’ information needs and behaviors in order to deliver effective, relevant and creative services.
In spring, 2011, two reference librarians were invited to join a newly developed engineering course; worked closely with undergraduate students and faculty on solutions to real world challenges throughout the semester. It was the first time HKUST librarians embedded in a course. This collaboration not only strengthened our relationship with faculty and students, it also helped us better understand the learning and information-seeking behaviors of our young generations, and gave us directions on what and how to support student learning in the future. This paper chronicles the faculty-librarian collaboration; follows by the discussion of emerging opportunities and challenges for embedded librarianship in one of the signature courses at the HKUST.