1. JASON EZELL TOWSON UNIVERSITY TEACHING AS VIRTUAL REPERTORY: TUNING EMBEDDED INSTRUCTION TO THE ONLINE COURSE

2. Just over 20,000 students Comprehensive university Historically a teacher training institution Several graduate programs A few 100% online programs Course Management System Blackboard Library Liaison Model TOWSON UNIVERSITY ALBERT S. COOK LIBRARY

3. ONLINE EMBEDDING: THE PROCESS Assignment Planning Service Development Feedback

4. ASSIGNMENT: EMBEDDING THE DISTANCE OR SUBJECT LIBRARIAN? Distance and Subject librarians share support responsibilities (modules, office hours, assessment, etc.) Best when … 1) first-time embedding in a course of 3 rd- or 4 th -level service 2) Subject Librarian has a heavy workload Partnership Distance Librarian serves only as back-up and advisor Best for… 1) advanced courses in the discipline 2) those who have done embedding before Subject Librarian-Embedded Subject Librarian serves as back-up and advisor Best for … 1) introductory or interdisciplinary courses 2) semesters when Subject Librarian has a heavy workload Distance Librarian-Embedded

5. EMBEDDING QUESTION TYPES

6. ASSIGNMENT: FOUR MODELS OF EMBEDDING

7. ASSIGNMENT: MATCHING MODEL TO COURSE Baseline: Availability First-time online embedding Courses with minimal research components Courses in which students were taught needed skills recently Courses which are already hyper-structured and rigorous Level Two: Tailored Bibliography Courses in departments where librarian has active collection development presence Advanced or capstone courses in a discipline Level Three: Phasing Research writing courses Disciplinary methods courses Courses taught with instructors who have a history of library collaboration Level Four: Assessment & Feedback Critical courses in shift to a culture of assessment Courses taught by instructors experienced with co-teaching

8. PLANNING: TIPS When meeting with the primary instructor … Gauge the teachers receptivity to various pedagogical strategies (media, discussion, activities, etc.) Think of likely pedagogical conventions of discipline Consider class constraints (i.e., rigid certification requirements in nursing) Analyze the syllabus; look for staged research assignments Start slowly with first-time embedding Frame instruction as blending with instructors pedagogy Clearly divide responsibilities and settle on communication lines

9. Ask instructors to … Add your contact info to syllabi Reflect info lit in learning objectives Put assignments on the course schedule Reflect any assessment on the grade weighting Announce upcoming info lit assignments A WORD ON SYLLABI

10. PLANNING: SAMPLE LIBRARIAN SUPPORT PLAN AssignmentServiceDate of Availability (with announcement) Searching (Database Demo) Video LectureSeptember 12 (announcement) Annotated Bibliography Instruction (module) Overview (video) Example (text with commentary) Source Evaluation (screencast) Assessment /Discussion Board (Evaluate 3 sample annotated bibliographies for format and source quality) September 26 (announcement) October 3 (assignment due) Assessment Responsibility: Completion grade given by primary instructor. Global Response provided by librarian Support 2 hours of chat office hours September 30-October 2 Feedback (Global Response on AB discussion board) October 8 (announcement) Final Research Paper Links to Citation Help GuidesNovember 21 (announcement) Support 2 hours of chat office hours December 9-12 Librarian Support Plan Course: __________ Service Level: _____Support Model: _____________________

11. SERVICE: BASELINE TIPS Provide multiple forms of contact Use photo and personable language Make availability and turn- around time clear Push discussion boards as FAQs Realize discussion boards work best with cohorts or established students Think of questions as one- on-one teaching opportunities Realize virtual office hours are popular but underused.

12. SERVICE: EXAMPLE OF BASELINE AVAILABILITY

13. SERVICE: TAILORED BIBLIOGRAPHY TIPS Actively push new relevant resources to the class (RSS feeds, Twitter, etc.) Keep a list of most requested or recommended resources Review with instructor before and after course

14. SERVICE: EXAMPLE OF TAILORED BIBLIOGRAPHY

15. SERVICE: PHASING TIPS Frame each module with clear learning objectives Also frame each module with statement about the value of unit for Assignment Lifelong Learning Offer in-time support (i.e. virtual office hours) and re-learning opportunities (consultation referrals) Monitor other class discussions to offer help where it seems needed

16. Coordinate the availability of each unit or resource with the assignment and an email announcement. SERVICE: EXAMPLE OF PHASING

17. SERVICE: ASSESSMENT & FEEDBACK TIPS Settle who is responsible for design, delivery, collection, grading, and feedback Consider global feedback Offer consultations with students who dont perform optimally Develop learning assessment options over time Pitch as a way to save instructor time and support learning assessment

18. SERVICE: EXAMPLE OF ASSESSMENT & FEEDBACK

19. SERVICE: EXAMPLE OF ASSESSMENT & FEEDBACK II

20. CategoryStatistic Number of Questions Asked 18 (13 discussion board; 5 email) + 9 follow-up questions Kinds of Questions SafeAssign: 1 Access: 8 Search Assistance: 2 Citation: 7 Number of Questions Referred to Subject Librarian 0 (But conferred a couple of times) Number of Referrals to Professor 1 (discussion board; not counted in numbers above) Give instructor overview of activity at end of semester Discuss trends in any assessment Use to both to discuss improved embedding for next course FEEDBACK EDUC 605-231

21. VARIATIONS TOWARDS A PROGRAM Map research writing, disciplinary methods, and advanced / capstone courses for program Anticipate Subject or Distance Librarian embedding Build a bank of tagged modules, exercises, and assessments to be used for different teaching situations

22. JEZELL@TOWSON.EDU QUESTIONS?