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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.

This study aims to examine the state of embedded librarianship in African academic libraries by exploring the extent of librarian embedment in research processes in selected academic libraries in Africa.

A survey was conducted to collect data using an online questionnaire. The study population was comprised of librarians who directly support researchers throughout the research process in the scholarly communication and information services sections. Purposive sampling was used to select librarians, and 63 responses were received from the target of 100. The collected data were analysed using the statistical package for the social sciences (SPSS) software, and content analysis was used to analyse open-ended questions.

The study results showed that the extent and nature of librarians' embeddedness in the research process vary across different university contexts in Africa. Challenges and areas of research skill gaps among librarians were identified, and propositions to address the research skill gaps were provided.

The study findings can be used as a framework for libraries to embed librarians in the research process. The study made recommendations with practical implications for library practitioners in academia, and institutions offering library and information science education, and the library management responsible for the research process.

A study brings a novel perspective by examining the state of embedded librarianship in the African context. Its contribution generates knowledge and insights that inform the development of effective embedded librarianship practices in African academic libraries to enhance research support services and advancement of scholarly research in the region.

This paper seeks to determine common and unique activities, promotional methods, time management strategies, and best practices of academic librarians embedded in online courses at six institutions.

This is a mixed methods study using both interviews and quantitative data to study the activities and experiences of embedded librarians at six institutions.

The librarians and faculty involved in the embedded services reported unexpected benefits to the service. However, experiences with managing the time required for embedding along with regular reference duties varied, and scaling up the service from a few courses to a regular library service caused staffing issues for a few institutions.

This study was exploratory by nature and thus its scope was limited. Because only six institutions were studied, it is difficult to determine the true state of embedded librarianship in the USA. Future research should build on the foundation to determine outcomes for which embedded service is best suited and perform cost‐benefit analyses.

Because embedded services can become popular quickly, individual librarians should work with library administrators to determine whether staffing a full‐scale service will be possible and plan accordingly. If a full‐scale service is not feasible, the service scope may need to be limited (for instance, to core courses or to specific academic departments).

Past research on embedded librarianship has been limited to single institutions or to purposes and outcomes of the service. This paper provides a comparative study of embedded librarians at six institutions, and concentrates on the librarian's experience at each.

As the concept of “embedded librarianship” is gaining acceptance globally, and a surplus amount of literature is available for the aspiring practitioners, it would be supplementary to carry out such a literature review and bring alike and crucial works together within one piece of writing. This paper aims to gather realistic instances in LIS literature, where embedded librarianship has been practiced successfully.

While the focus of this review paper is on embedded librarians in curricular contexts, the phrase embedded librarian has a variety of meanings, including librarian involvement and integration at the macro levels such as college, department, programme, research team and micro levels such as course designing, semester assignments and competitive preparation etc. List of relevant literatures was collected from Scopus and LISTA database. Later, full text of the listed document was retrieved from different sources. But the literature that included practical role of an embedded librarian was prioritised and the one which incorporated proposed theories was excluded, and hence, 67 of them were found to be fitted for reviewing purpose in the current case.

While planning for any extensional service besides the usual housekeeping ones, a vigorous transformation in the attitude has to be engulfed. Though the conception of embedded librarianship as a whole is an extended version of service deliverance, it can be alienated into sections according to the contextual outline and areas of embedding such as in the research context, pedagogical participation and offering information literacy.

This paper provides a panoramic view on the emerging notion of this extended version of librarianship. By successfully practicing the embedded librarianship model, the user group would be benefited and the professionals could justify the ethics of their professionalism. Embedded librarianship in the university context can be a very important endeavour for the future challenges. The proactive initiatives of the librarian along with a handy support from authorities might ensure continuous and effective partnerships.

This paper is expected to be one of the initial and review articles in the area of embedded librarianship in academics. It is a highly informative paper on embedded librarianship and will be most useful for researchers to refer this paper for individual study and also will promote the academic librarians for taking initiative to work as effective embedded librarians.

The purpose of this paper is to explore the various roles of academic librarians in a particular startup university and how they embrace the “entrepreneurial spirit” by collaborating with many departments as the “embedded librarian”. The paper examines how embedded librarians can become entrepreneurs in generating new opportunities, collaborations and support within this university and through several departments. The paper also suggests how librarians can become embedded and entrepreneurial in academic librarianship.

The approach of this paper is to explore several case examples of how librarians who are embedded in a startup university demonstrate and possess the “entrepreneurial spirit” that redefine traditional roles of a librarian by opening up new opportunities for collaboration and support.

The paper finds that these case examples can serve as paradigms for other librarians to become entrepreneurs in their universities or communities; these examples also show that librarians can and must adapt to new changes whether they are economic, political, social or technological: librarians can be innovative and entrepreneurial in startup or non-startup environments.

The paper examines how librarians, particularly embedded ones in a department, can be entrepreneurs that can add tremendous value to the university and community in a way that transcends and redefines traditional roles of librarians.

The purpose of this study is to provide a detailed overview of the role and participation of embedded librarians in the academic e-classroom. More specifically, this paper reflects the perceptions of Greek academic librarians regarding the use of learning management systems (LMSs). Furthermore, it seeks to highlight the most popular software, to list the services provided through LMSs and to determine the level of librarians’ engagement with LMSs. Finally, it investigates the challenges and benefits of their use.

Survey research was used as the methodological design. An adequate questionnaire was created for the collection of quantitative data to study the activities and experiences of academic embedded librarians.

According to the study findings, a considerable percentage of academic librarians use the potential of LMSs, indicating that embedded librarianship is the future for Greek academic libraries. However, it seems that LMSs are not fully exploited even during the pandemic when the libraries remained closed.

This study was exploratory in nature and thus its scope was limited. It was limited to embedded librarianship in academic libraries.

Embedded librarianship comes with many challenges for its practitioners; yet, it also has the potential to connect libraries and librarians directly to the overall institutional aims and enhance their positions in the academy.

The role and participation of embedded librarians in Greek academic institutions is a research area that has not been fully investigated. Therefore, this paper can give insights into this critical issue, especially during a pandemic.

This paper aims to provide a systematic review of the specific roles information professionals have adopted in the past 14 years. It aims to identify the roles reported in the literature concerning developments in the Library and Information Science (LIS) profession.

This study adopted the method of systematic review. Searches were conducted in February and March 2014 on different LIS databases. From a total of 600 papers, 114 were selected, based on specific inclusion and exclusion criteria. A thorough full-text analysis of the papers revealed six roles that librarians have adopted: teachers, technology specialists, embedded librarians, information consultants, knowledge managers and subject librarians.

New and evolving roles were identified, mainly in the context of academic libraries. Librarians’ educational responsibilities and their active involvement in the learning and research process were highlighted in all role categories identified. Collaboration among faculty and librarians was reported as a way of ensuring successful instruction. Librarians’ personal views of their new and emerging roles were more frequently reported; further research is needed to shed light on academics, students and other users’ perceptions of librarians’ engagement in the learning process.

The study considered only peer-reviewed papers published between 2000 and 2014 in English. It focused on information professionals’ roles and not on librarians’ skills and their changing professional responsibilities.

This review paper considers the development of the LIS profession in a changing environment and offers an understanding of the future direction of the LIS profession.

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.

The purpose of this paper is to identify an important area for librarians to positively impact student retention.

This programmatic and conceptual piece describes how embedding librarians into the growing enterprise of undergraduate research experiences (UREs) lays a framework for a context in which libraries and librarians directly contribute to the retention of undergraduate students.

Librarians are capable of directly contributing to the retention of students. While their efforts, it is contended, contribute routinely and to the actual retention of students, it is difficult for their efforts to register in the assessment of retention used by administrators. This discrepancy can be solved if librarians play a more explicit (and quantifiable) role in retaining students.

UREs are a growing, but generally untapped trend for librarians; however, because UREs generally correlate with academic success and student retention, they offer librarians a useful entry point to contribute to the academic mission of colleges and universities, and in a measurable way.

Embedded librarianship poses a number of hurdles for its practitioners; however, it also has the potential for libraries and librarians to become more explicitly connected to overall institutional goals and strengthen their positions in the academy more broadly.

Improving the scientific literacy of undergraduate students and aiding them on their path toward graduation is meaningfully enhanced through the embedding of librarians into the college curriculum.

Systematically embedding librarians into UREs is not strongly represented in the literature.

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.