The Embedded Librarian Model in Traditional Versus Online Political Science Courses.
Saved in:
| Title: | The Embedded Librarian Model in Traditional Versus Online Political Science Courses. |
|---|---|
| Authors: | Broache, M. P.1 mpbroach@uncg.edu, Olsen, Rachel1 |
| Source: | Journal of Political Science Education. Oct-Dec2025, Vol. 21 Issue 4, p689-705. 17p. |
| Subject Terms: | *Political science education, *Information literacy, *Librarians, Embedded librarians, COVID-19 |
| Abstract: | Recent research has demonstrated the potential value of the "embedded librarian model" for promoting development of information literacy skills among students in undergraduate political science courses. This model involves integrating librarians in courses to deliver information literacy training and assist students with information needs. While previous research has focused mostly on the effectiveness of the embedded librarian model in traditional, "in-person" settings, the increasing demand for online and other "non-traditional" courses, both in the context of COVID-19 and more generally, points to the need to evaluate whether this model is effective in online formats. This paper undertakes such an evaluation, comparing the effectiveness of the "embedded librarian model" as implemented in an in-person version of an upper-level undergraduate African politics course taught in fall 2019 versus an online version of the same course taught in fall 2020. To this end, we recruited faculty from the institution's library and political science/international studies programs to review student research papers for their application of relevant information literacy skills, including identification and evaluation of credible sources, effective integration of sources, and citation. We find that papers submitted for the in-person version of the course scored significantly higher on all components of information literacy, and overall, as compared to the online version of the course. While caveats relating to the specific circumstances of the fall 2020 semester in the context of the COVID-19 pandemic apply, these findings suggest that delivery modality may condition the effectiveness of the "embedded librarian" model. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Recent research has demonstrated the potential value of the "embedded librarian model" for promoting development of information literacy skills among students in undergraduate political science courses. This model involves integrating librarians in courses to deliver information literacy training and assist students with information needs. While previous research has focused mostly on the effectiveness of the embedded librarian model in traditional, "in-person" settings, the increasing demand for online and other "non-traditional" courses, both in the context of COVID-19 and more generally, points to the need to evaluate whether this model is effective in online formats. This paper undertakes such an evaluation, comparing the effectiveness of the "embedded librarian model" as implemented in an in-person version of an upper-level undergraduate African politics course taught in fall 2019 versus an online version of the same course taught in fall 2020. To this end, we recruited faculty from the institution's library and political science/international studies programs to review student research papers for their application of relevant information literacy skills, including identification and evaluation of credible sources, effective integration of sources, and citation. We find that papers submitted for the in-person version of the course scored significantly higher on all components of information literacy, and overall, as compared to the online version of the course. While caveats relating to the specific circumstances of the fall 2020 semester in the context of the COVID-19 pandemic apply, these findings suggest that delivery modality may condition the effectiveness of the "embedded librarian" model. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 15512169 |
| DOI: | 10.1080/15512169.2025.2451196 |
