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A Pilot Study of Student Perceptions of Embedded Library Instruction

Logan Rath and Allison Wright

BRC Journal of Advances in Education

Volume 3

Number 1

Print ISSN: 2152-8810 Online ISSN: 2152-8829

Date: March 15, 2018

First Page 47

Last Page 62

DOI: http://dx.doi.org/10.15239/j.brcadvje.2018.03.01.ja04


Research in the field of education strongly supports that collaboration among professionals in the field will enhance students’ educational experiences. While this is true at all levels of education it is particularly true in higher education where professionals from various areas of expertise work together to ensure their shared students receive instructional supports that will allow the students to reach their fullest potential. The reality is that many instructors become primarily focused on their own courses as opposed to reaching out to colleagues whose knowledge and skills might act as a complement to their own. The result of which means that college students are left to seek out the individuals who are best able to help them to be successful when meeting assignment requirements. While there is a value to this approach the benefits of college professionals working together closely can offer invaluable support to the students not only as they meet the objectives established in their courses, but as they develop their networking and collaborative skills – skills they will take with them beyond their college experiences. One of the key collaborators essential to any teachers’ success as they head out into field is librarians. Introducing them to academic librarians throughout their college experiences is the first step in fostering this lifelong practice.

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