The “embedded” librarian in a freshman speech class: Information literacy instruction in action

Abstract

Librarians can learn a great deal about how to more effectively assist students in the information literacy process if they have some experience working with them from the beginning to the end of a project. This was achieved by the author, assistant librarian at Pennsylvania State University, who got involved in a semester-long experiment designed to improve the quality of research of freshman students in a speech class. The class is discussion-based, with students giving three speeches during the semester and several mini-speeches. Lecture sessions are rare. This class format proved ideal for the embedded librarian concept. The author was able to be a full participant in the discussions, and his goal was to keep the class thinking about all aspects of information literacy. Adapted from the source document.