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A Foot in the Door

A Foot in the Door: Marketing LMS Embedded Librarianship to Faculty
by

John Burke

on 25 October 2012

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Transcript of A Foot in the Door

A Foot in the Door: John Burke & Beth Tumbleson
Miami University Middletown ALAO Annual Conference
October 26, 2012 Marketing LMS Embedded Librarianship to Faculty Embedded Librarian Survey - Marketing “In the liberal model of higher education, in which knowledge is its own reward, professors expect students to struggle. The struggle sweetens the experience of discovery.”

(Duke and Asher, 2012: 28) Idealistic Faculty “Teaching faculty often expressed a willingness to integrate instructional content into their courses to reinforce the outcomes of a library instruction session."

(Armstrong, 2012: 40) Willing Faculty “As one communication professor said, ‘Ideally, I’d like to be able to call somebody, have my contact person or my point person, I’d like to be able to call somebody and say ‘this is the project I’m assigning, what do you think we could do to make this a better process for the kids?’…But I’d like to know who to call in the first place, and I think that’s the biggest hurdle.”
(Armstrong, 2012: 41) Relational Faculty "These faculty members seemed to assume that students would pick up how to do library research, or that a one-shot instruction session, which at times professors erroneously assumed students previously had, would have been enough.”

(Miller and Murillo, 2012: 57-58) Mistaken Faculty Electronic
Print-based
Face-to-face
Liaison relationships

(Armstrong, 2012: 43) Faculty-preferred Library Marketing Formats
“Technology training and skill development for students is more important than new, more, or ‘better’ technology.”

“Academic success is underpinned by e-mail, face-to-face interaction, and using the course/learning management system.”

(5) Educause Center for Applied Research, Study of Undergraduate Students and Information Technology, 2012 “… technology infrastructure such as the library website and course or learning management systems are among the institutional technology resources that students use the most.”
(19) Library Technology E-portfolios
Web-based citation tools
E-Books

(19) Top 3 Student-Used-Resources that Grew the Most in Last 3 Years On-demand problem resolution with technology over organized training, e.g. course, seminar
Communicating with instructors via e-mail

(22-25) Students Favor Marketing: promoting & selling an organization’s products and services to customers
Public relations: efforts to generate free media coverage & influence the public to view an organization favorably
Publicity: news item or story by mass media outlets to attract the public’s attention
Advertising: paid mass media communication by a sponsor to promote, persuade, and sell its products and services Marketing Terms Products and Services
Place
Price
Promotion
Positioning and Repositioning
Public Policy and Politics


Walters 6 Ps of Marketing Marketing 1.0 in the industrial age which was product-centric

Today’s Marketing 2.0 in the information age which is consumer-oriented

Marketing 3.0 in the values-driven era which touches the human spirit

(Kotler, Kartajaya, and Setiawan, 2010: 6) Marketing a la Philip Kotler Build credibility
Demonstrate expertise
Become trusted research consultant
Establish reputation of being open, honest
Be noticed
Impart value Goals Shift away from the traditional transaction-based approach
Highlight the experiential narrative Marketing Today’s Academic Library, Matthews Conversation
Authenticity
Values Alternative Marketing strategies, Leboff Save time
Keep current library with resources & services
Address discipline’s standards & guidelines, e.g. informatics
Better student bibliographies and products Added Value for Faculty
What’s in it for me? Not Class takeover
Confidentiality
Supportive role, information literacy instruction
Technology troubleshooting
Warmth, empathy, respect towards students Address Faculty Fears Personal librarian within complex library system
Embedded librarian familiar with the research assignment
Online research expertise within the familiar LMS
Easy to ask questions
Highly relevant library content
Quick links to electronic resources, not the whole library website
Clear explanations of library jargon
Search strategies and tips
How-to digital tutorials
Web 2.0 tools for mind mapping, presenting, citing sources 10 Selling Points of LMS Embedded Librarianship Word of mouth – faculty encouraging other faculty - (180) 70%
Personal invitations by librarians - (174) 67%
E-mail from librarians - (168) 65%
Library print brochures or handouts - (73) 28%
Other (videos, LibGuides, faculty workshops/meetings, instruction sessions, involved in curriculum development) - (63) 24%
Library newsletters (e- or print) - (40) 16%
Library blogs - (37) 14%
Institutional publications - (33) 13%
Participation is required by department chairs or other administrators - (29) 11%
Library Facebook pages or accounts - (29) 11%
Library Twitter accounts - (16) 6%
E-mails from organizations on campus outside of the library - (10) 4% Why might faculty not buy-in? Teaching, learning, & research is centered in the LMS

Academic libraries’ resources & services are largely online & available 24/7

Students prefer online research

Students need instruction to develop research skills Why Should Faculty Support
Embedded Librarianship? They are:
Teaching
Engaged in scholarship
Involved in departmental work and service
Pursuing tenure and promotion
(Often) Unaware of current library developments
Don't rock the boat!
Needed service? “Faculty recognized that many students have deficits in their knowledge and skills, related to the research process.”

ERIAL Project 2012
Ethnographic Research in Illinois Academic Libraries
College Libraries and Student Culture: What We Now Know
(Armstrong, 2012: 34) Faculty Recognize the Information Literacy Need Survey of Embedded Librarians September/October 2011
Google Docs form
12 electronic discussion lists
280 respondents Embedded Librarian Survey - Institutional Breakdown Four-year universities - 55%
Community colleges - 23%
Four-year college - 4%
Regional campus - 3%
For-profit institution - 1% online - 70%
face-to-face - 69%
hybrid - 54%
undergrad - 61%
grad - 42% Embedded Librarian Survey - Types of courses Project Information Literacy - "How Handouts for Research Assignments Guide Today’s
College Students" (2010)
- 191 assignments distributed on 28 campuses in U.S.
Emphasize research paper mechanics: format, length, style
Don’t explain research process or its rationale
Refer students to physical library
Only 13% of handouts suggest students consult a librarian
Instructors with 5 or fewer years of experience include the fewest references to information sources from the library Why do we need to market to faculty? Accepted: embedded librarianship is a useful service

Faculty may not be familiar with it

Students are looking to faculty for research advice

Faculty control access to their LMS course sites “Faculty do not necessarily believe that librarians can help students learn the process of developing research interest by exploring related literatures.”

(Miller and Murillo, 2012: 61) Condescending Faculty “…are not prepared to use these devices as academic tools, or at least haven’t found them to be very or extremely important yet.”

Devices = Tablets, Smartphones, & E-Readers


(25) Students Entering College Directly from High School Timing is everything When to approach faculty:
End of semester
Beginning of semester
Summer
Ongoing
Different times for different audiences
Repeat faculty
New faculty Marketing methods: be there! Questions? burkejj@miamioh.edu

tumbleb@miamioh.edu

http://listserv.muohio.edu/archives/emlibs.html Embedded Librarian Survey - Comments "gratifying to be collaborating with Faculty -- and FiNALLY getting the library link imbedded on Bb."

"Working with faculty this closely is a worthwhile PROFESSIONAL activity. Faculty are more supportive of the library."

"I don't know how to convince reticent faculty that the Librarians are not trying tell them how to structure their classes; however, if they let us have autonomy over our small section of the class, the results can be significant for everyone." "Plan to have library presence in every DE course. We will be migrating to a new course management system (Moodle), and it's a perfect time." "Maybe we will have to concentrate on certain types of classes in the majors we serve--when we do it in gen ed we are starting to get overwhelmed." Faculty department meetings
Center for teaching and learning events/workshops
New faculty orientations
Campus committees
Campus publications
Office visits Marketing methods: seize opportunities! Changes in curriculum/courses/degree programs
New delivery methods: e-learning, hybrid courses
Reshape marketing focus based on results Marketing methods: by any means necessary! Library website
Newsletter
Blog
Tweets
Email
Video
Posters/fliers
Bookmarks
Giveaways
Candy Marketing methods: tell a story! WOMM by faculty and share their comments

Collaborating faculty have this to say:
“They (students) did appreciate having the resources laid out for them in an organized manner. You did a lot of the ‘leg work’ for them!”

“…but the students who reached out were met with a quick response, direct answers and a supportive ‘go team’ tone. invaluable!!”

“The embedded librarian offered many needed skills that the students did not avail themselves of. I will rework my assignments to encourage them to use the resources available next semester.” Marketing methods: more stories! Students interacting with a LMS embedded librarian in Niihka said:

“I would love to see this service in a lot more other classes than what there is! I really found this service very useful!”

“I found the link in our class page helpful, especially the APA guides and databases of nursing journals. I was pleasantly surprised at how easy it was to access this terrific resource.” MUM Embedded Librarian Courses Dahlstrom, Eden. 2012. ECAR Study of Undergraduate Students and Information Technology, 2012. Louisville, CO: EDUCAUSE
Center for Applied Research. http://www.educause.edu/ecar.
Duke, Lynda M. and Andrew D. Asher, eds. 2012. College Libraries and Student Culture: What We Now Know. Chicago: American
Library Association.
Head, Alison J. and Michael B. Eisenberg. 2010. “Assigning Inquiry: How Handouts for Research Assignments Guide Today's
College Students.” Project Information Literacy Progress Report, University of Washington's Information School. July 13.
Kotler, Philip, Hermawan Kartajaya, and Iwan Setiawan. 2010. Marketing 3.0: from Products to Customers to the Human Spirit.
Hoboken, N.J.: Wiley.
Leboff, Grant. 2011. Sticky Marketing: Why Everything in Marketing Has Changed and What to Do about It. London, UK: Kogan
Page.
Mathews, Brian. 2009. Marketing Today's Academic Library: a Bold New Approach to Communicating with Students. Chicago:
American Library Association.
Walters, Suzanne. 2004. Library Marketing that Works. New York: Neal-Schuman Publishers.

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