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This paper aims to share the current state of embedded librarianship in learning management systems as reported by academic librarians. The paper highlights the best practices, as well as continuing questions, in the field of embedded librarianship.

The authors collected participant feedback in two active, participatory panel discussions at national conferences. The open forums were centered on three guiding themes of embedded librarianship: building connections with faculty and students; utilizing technology tools; and providing information literacy and assessment. Participants answered directed questions, and their responses were recorded and analyzed for this paper.

Librarians report an increasing demand for library services in learning management systems. Collaboration and partnerships across campus are required for successful embedded librarian projects. Technology tools continue to evolve and change, and most librarians can anticipate using multiple learning management systems over time. There is an ongoing need for professional development in online library instruction and assessment.

This paper provides a snapshot of the current state of embedded librarianship in learning management systems. It offers insights about what academic librarians value, what they have learned and what concerns they still have about library instruction in online environments.

As maker-centered learning grows rapidly in school environments, there is an urgent need for new forms of assessment. The purpose of this paper is to report on the development and implementation of tools to support embedded assessment of maker competencies within school-based maker programs and describes alternative assessment approaches to rubrics and portfolios.

This study used a design-based research (DBR) method, with researchers collaborating with US middle school teachers to iteratively design a set of tools that support implementation of embedded assessment. Based on teacher and student interviews, classroom observations, journal notes and post-implementation interviews, the authors report on the final phase of DBR, highlighting how teachers can implement embedded assessment in maker classrooms as well as the challenges that teachers face with assessment.

This study showed that embedded assessment can be implemented in a variety of ways, and that flexible and adaptable assessment tools can play a crucial role in supporting teachers in this process. Additionally, though teachers expressed a strong desire for student involvement in the assessment process, we observed minimal student agency during implementation. Further study is needed to investigate how establishing classroom culture and norms around assessment may enable students to fully participate in assessment processes.

Due to the dynamic and collaborative nature of maker-centered learning, teachers may find it difficult to provide on-the-fly feedback. By employing an embedded assessment approach, this study explored a new form of assessment that is flexible and adaptable, allowing teachers to formally plan ahead while also adjusting in the moment.

This pilot aims to study a way of integrating research and writing support into a university course along with content. Research and writing skills are not taught explicitly in most university courses, yet these skills are increasingly required both in and outside of the classroom.

An embedded, collaborative instructional team comprising the instructor, librarians and writing specialists re-designed a first-year inquiry-based learning course, incorporating research and writing instruction throughout, formative and summative assessments and a flipped classroom model. At the end of the course, each member of the team reflected on their collaborative and individual experiences. The team also surveyed students to gauge their perceptions of the research and writing sessions.

The team learned from this experience and noted a large, but rewarding, time commitment. The flipped classroom model allowed the tailoring of instruction to students’ needs but required more work by librarians to prepare content and to grade. Students indicated appreciation for repeated interactions with librarians and reported confidence to use the skills taught.

Embedding librarians throughout the course with a writing specialist, as well as involvement in grading, is novel – this may be the first example in the literature of “deep integration”. The concept of “embedded librarianship” can be enhanced by expanding librarian and other support roles in a course.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper explores the role of goal setting and external accountability mechanisms in embedding strategic learning plans in small firms. The research question asks, how are strategic learning plans embedded in small firms?

Insights from in-depth action research carried out with three small firm owner-managers (OMs) inform the study.

Findings present valuable insights into how small firms learn strategically, and the link between OM goal setting and external accountability mechanisms in pursuit of embedded learning. A framework for embedding strategic learning plans in small firms is presented.

This study offers a contribution to knowledge in the areas of small firm learning, strategic planning and social learning theory. While the sample size is small, data and case protocols are in place which allow for replication of the study. As the research is embedded in social learning theory, alternative theoretical frameworks may shed a different light on the research question.

The study may be of interest to practitioners working in the design, development, delivery and evaluation of learning interventions for small service firms. Given the importance of the small firm sector to the global economy, the research may also be of interest to government agencies, who strive to protect the survival and growth of small firms generally and who set aside resource amounts each year to fund training programmes for small firm OMs.

The research contributes to the body of existing knowledge in the small firm setting concerning social learning theory and small firm learning strategies. It has identified a link between OM goal setting and external accountability mechanisms in pursuit of sustainable organisational learning in small firms and offers a framework for embedding strategic learning plans in small firms. The study answers calls for a more robust framework to advance understanding of how OMs learn and whether that learning is consequently embedded in the organisation. The proposed framework can be used as a guideline for support organisations in assisting small firms in reaching their learning potential. It can also be used by small firms in the attainment of strategy learning capability.

This paper explores the role of goal setting and external accountability mechanisms in embedding strategic learning plans in small firms. The research question asks, does an external learning intervention influence how strategic learning plans are embedded in small firms?

Insights from in-depth action research carried out with three small firm owner-managers (OMs) inform the study.

Findings present valuable insights into how small firms learn strategically, and the link between OM goal setting and external accountability mechanisms in pursuit of embedded learning. A framework for embedding strategic learning plans in small firms is presented.

This study offers a contribution to knowledge in the areas of small firm learning, strategic planning and social learning theory. While the sample size is small, data and case protocols are in place which allow for replication of the study. As the research is embedded in social learning theory, alternative theoretical frameworks may shed a different light on the research question.

The study will be of interest to practitioners working in the design, development, delivery and evaluation of learning interventions for small service firms. Given the importance of the small firm sector to the global economy, the research may also be of interest to government agencies, who strive to protect the survival and growth of small firms generally and who set aside resource amounts each year to fund training programmes for small firm OMs.

The research contributes to the body of existing knowledge in the small firm setting concerning social learning theory and small firm learning strategies. It has identified a link between OM goal setting and external accountability mechanisms in pursuit of sustainable organisational learning in small firms and offers a framework for embedding strategic learning plans in small firms. The study answers calls for a more robust framework to advance understanding of how OMs learn and whether that learning is consequently embedded in the organisation. The proposed framework can be used as a guideline for support organisations in assisting small firms in reaching their learning potential. It can also be used by small firms in the attainment of strategy learning capability.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This study aimed to match high-impact, experiential learning with equally powerful assessment practices.

We observed three examples of programs, analyzing individual student artifacts to identify multiple learning outcomes across domains through a novel approach to assessment.

Important outcomes from this effort were boundary-crossing qualities made visible through a multi perspective assessment process.

Future research should focus on the nature of experiential learning and measurement thereof.

Learning design should consider experiences as a means to reflection, which complement content delivery. Instructors may restructure course credit loads to better reflect additional learning outcomes.

Learners with this feedback may be able to better articulate sociocultural learning.

Describes learning in experiential and high-impact education; novel assessment of experiential learning in university setting.

Students of organizations are beginning to recognize the importance of continuous learning in organizations, but to date the concept is not well understood, particularly in terms of how the learning of individuals is related to the learning that takes place in groups, which is related to the learning that occurs in organizations (and all other combinations). To further our understanding, we offer the idea of continuous learning in organizations from a living system's perspective. We view individuals, groups, and organizations as living systems nested in a hierarchy. We propose that living systems can learn in three ways: they can adapt, they can generate, and they can transform. Learning triggers from the environment spark learning, and this relationship is moderated by the system's readiness to learn. Readiness to learn is a function of the permeability of the system's boundaries, the system's stage of development, and the system's meta-systems perspective. Additional research questions are presented to explore learning flow between levels and to determine how the match between one system's pressure for change and another system's readiness to learn affects the emergence of adaptive, generative, and transformative learning. In addition, research questions are offered as a means to test these ideas and build grounded theory. Finally, using this model, the chapter presents three case studies and suggests diagnostic questions to analyze and facilitate continuous learning from a multi-level perspective.

Feedback is crucial in a learning process, particularly in an online interaction where both learners and instructors are distantly located. Thus, this paper aims to investigate the association between feedback strategies, embedded course syllabus and learning improvement in the Sakai Learning Management System.

This paper uses a survey design to collect cross-sectional data from adult distance learning students. The data were analysed using descriptive statistics and a standard multiple regression model in Stata.

The results show that feedback strategies (timing, mode, quality and quantity) and embedded course syllabus have a significant relationship with learning improvement. However, the feedback strategy – target – is not significantly related to learning improvement though it is the highest feedback strategy.

This paper has contributed to the extant literature by providing empirical evidence to support the constructivism theory of learning from a distance learning perspective in a developing country. The study has shown that if the feedback strategies are well managed and applied, they would make a considerable impact on distance education students' academic pursuits. Hence, the paper provides a pedagogical foundation for short and long-term distance learning policy.