Expanding Our Roles: Embedded in Curriculum Design     

Gisela Butera  Alexandra W. Gomes  Seema Kakar 《Medical reference services quarterly》2013,32(3):292-301

This article describes how librarians became involved as members of an interdisciplinary curricular team in a problem-based learning course for first- and second-year medical students. The experience illustrates how librarians can become part of a team, collaborating with medical faculty to assist in revising curricula, incorporating innovative teaching techniques, and creating effective simulated patient case scenarios. Working within an interdisciplinary collaborative team on curriculum development allows librarians to move beyond the traditional role of instruction and can lead to additional opportunities, including research and ongoing involvement in curricular changes.  相似文献   

The Lived Experience and Training Needs of Librarians Serving at the Clinical Point-of-Care     

Jennifer A. Lyon  Gretchen M. Kuntz  Mary E. Edwards  Linda C. Butson  Beth Auten 《Medical reference services quarterly》2013,32(3):311-333

This study examines the emotional experiences and perceptions of librarians embedded into clinical care teams and how those perceptions affect their training and preparation needs. Qualitative research methodologies were applied to textual data drawn from focus groups (n = 21), interviews (n = 2), and an online survey (n = 167), supplemented by quantitative survey data. Phenomenological results show librarians experience strongly affective responses to clinical rounding. Important factors include personal confidence; relationships with team members, patients, and families; and the stressful environment. Analysis of librarians’ perceived educational needs indicates that training must address specialized subjects including medical knowledge, clinical culture, and institutional politics.  相似文献   

Rethinking Library Service to Distance Education Students: Analyzing the Embedded Librarian Model     

Elaine Sullo  Tom Harrod  Gisela Butera  Alexandra Gomes 《Medical reference services quarterly》2013,32(1):25-33

Since fall 2009, reference librarians at The George Washington University's Himmelfarb Health Sciences Library have been embedded in online classes through Blackboard within the School of Nursing and School of Medicine and Health Sciences. The authors sought to determine the types of questions asked of the librarian, with the goal of informing future interactions with distance education classes to help develop a standard “protocol” for working with this population of students. Eighty-two questions were categorized and qualitatively analyzed. The findings have prompted librarians to explore tools such as Elluminate Live!, a tool that allows librarians to provide synchronous instruction within the Blackboard environment.  相似文献   

How Teachers Teach to Students with Different Learning Styles     

Gretchen Hall  Paul Schoepp  David H. Smith 《Clearing house (Menasha, Wis.)》2013,86(3):142-145

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Adapting the Pattern of University Organisation to the Needs of the Knowledge Economy   总被引：1，自引：0，他引：1  

Federico Butera 《European Journal of Education》2000,35(4):403-419

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Kory Stamper: Word by Word: The Secret Life of Dictionaries     

Gretchen Webster 《Publishing Research Quarterly》2018,34(3):480-481

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Mission-Focused Collections: Rebirth of the Seminarbibliothek as an Ebook Collection     

Charlotte Erdmann  Gretchen Stephens 《资料收集管理》2017,42(1):15-33

German universities built over the years highly specialized book collections for use by faculty and graduate students. The German term, seminarbibliothek, is often applied to these types of collections, although examples can be found in universities across Europe. The purpose of this article is to examine a similar type of collection using ebooks in veterinary science and to compare this collection to the standard subject classified ebook collections. Most collection development in college and university libraries focuses on academic subjects. The type of collection being described here focuses on a mission. A mission-focused collection increases the use of library holdings and greatly benefits the stakeholders within the institution. This study looks at how such a collection might be formed and defined and what possible effects this might have on the use of collections of this type.  相似文献   

Using Cloud-Based Software to Build an Interlibrary Loan Survey Databank     

Neil Romanosky  Lloyd Chittenden  Kathryn Munson  Gretchen Smith 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):285-291

As an assignment for the Reference and User Services Association and as part of the American Library Association Emerging Leaders Program, the authors created a databank to house the results of a large-scale interlibrary loan staffing survey. After examining the pros and cons of several software solutions, the authors decided to use a Web-based database product, Dabble DB. The paper discusses the scope, outcomes, and value of the Reference and User Services Association interlibrary loan survey, the development of the authors’ project plan, and recommendations for the use of cloud-based database products in library operations.  相似文献   

A Collaborative Workflow for the Digitization of Unique Materials     

Gretchen Gueguen  Ann M. Hanlon   《The Journal of Academic Librarianship》2009,35(5):468-474

This paper examines the experience of one institution, the University of Maryland Libraries, as it made organizational efforts to harness existing workflows and to capture digitization done in the course of responding to patron requests. By examining the way this organization adjusted its existing workflows to put in place more systematic methods for digital capture of unique collections, the authors hope to provide insight into the benefits and pitfalls of one model for scaling up digitization.  相似文献   

Inside Out,Outside In: Power and Culture in a Learning Community     

Gretchen Wilbur  Randall Scott 《Multicultural Perspectives》2013,15(3):158-164

In this article the authors report on a university learning community that they designed and team taught on learning, culture, and power. The authors use it as a case to investigate the question: Can the unequal power dynamic of the university classroom be productively transformed to create a democratic learning experience that fosters learning and agency? The authors analyze student engagement, stimulated by Sleeter's interactive e-book, Culture Difference & Power and participatory action research projects that led to power shifts and agency. Within a theoretical context, they examine the tensions that underlie power, democracy, and agency in the classroom and highlight approaches for reconstituting roles, discourse, and action.  相似文献