Abstract

The subject of this study is an embedded librarian approach to a capstone course within a College of Business Administration (CoBA) at a large California public university. Discussed are how the new tenure track Business and Economics Librarian approached a long standing embedded collaboration. The implementation of feedback forms provided a method to identify instructional gaps resulting in discussions informing future semesters. Continued collaborations have benefited from use of reflective practice informing adjustments for improved pedagogy and modifications to embedded approaches. Facilitation of such an embedded approach has required partnership and collaboration with faculty to realize a shared vision for research, synthesis, and application of knowledge to make a strategic diagnosis of a business problem. This study adds to the knowledge of benefits and challenges to an embedded librarian approach and implementation in a business capstone course. Discussed are plans for assessment of student perceived value of embedded librarian practices, and approaches to collecting data leading to future improvement of embedded practices.

摘要

本研究的主题是在加州一所大型公立大学的工商管理学院 (CoBA) 的顶点课程中采用嵌入式图书馆员方法。讨论了新任期商业和经济图书馆员如何开展长期的嵌入式合作。反馈表的实施提供了一种识别教学差距的方法，从而在讨论中为未来的学期提供信息。持续的合作受益于反思性实践的使用，为改进教学法和修改嵌入式方法进行调整提供信息。促进这种嵌入式方法需要与教师建立伙伴关系和协作，以实现研究、综合和知识应用的共同愿景，从而对业务问题进行战略诊断。这项研究增加了在商业顶点课程中嵌入式图书馆员方法和实施的好处和挑战的知识。讨论的是评估学生对嵌入式图书馆员实践的感知价值的计划，以及收集数据的方法，以促进未来嵌入式实践的改进。