Using Education Informatics to Improve Library Services to Doctoral Students: An Embedded Approach

Introduction For more than a decade libraries have struggled to provide effective library training for both undergraduate and graduate students. While much of the focus has been on undergraduate students, usually, graduate students and specifically doctoral students are at a disadvantage because it is generally assumed that doctoral students are self-directed learners capable of independent research (Green & Macauley, 2007). However, many researchers (Boote & Beile, 2005; Tunon & Ramirez, 2010) have acknowledged that very often doctoral students lack the requisite library research skills. These problems are enhanced when institutions are faced with serving doctoral students who also happen to be taking classes online or from a distance. Researchers Tunon and Ramirez (2010) assert that effective library service to doctoral students can be the difference between an ABD (All But Dissertation) and an EdD (Doctorate of Education). This article will discuss the efforts made to provide effective library services to the (EdD) students at Southeastern Louisiana University (Southeastern). Background and Institutional Context Southeastern is located approximately 50 miles north of New Orleans. This university began in 1925 as a grass roots movement by the people of Hammond and the surrounding area. Southeastern has since grown to meet the evolving needs of southeast Louisiana and the Florida parishes and now has an enrollment of approximately 15,000. Southeastern is largely a commuter campus and is considered the second largest provider of distance education in Louisiana. In fall 2006, Southeastern added its first doctoral program in Educational Leadership, offered in consortium with the University of Louisiana-Lafayette (Southeastern Louisiana University Profile, 2006). Graduate doctoral students at Southeastern in Educational Leadership need information literacy skills. The average graduate student in this group is returning to school after an extended period, and, therefore, lacks the appropriate sets of skills required to be successful. For example, these students use course readings, Google, and Wikipedia for their primary sources. Since these limited sources are inadequate, the students may begin the research process engaged and curious, but become frustrated and overwhelmed as it progresses. Additionally, Southeastern students are served in cohorts and do not have many opportunities to come to campus and, therefore, interact with other cohorts or have face to face contact with the librarian. The literature is replete with indications that the doctoral students are in need of more than the traditional one-shot Bibliographic Instruction (BI) (Li, 2007). They need periodic interaction with a librarian. The Embedded Librarian provides this opportunity. Linus A. Sims Memorial Library (Sims) is a medium-sized academic library of Southeastern and serves as the main library of the campus. Each librarian serves as liaison to one or more academic departments on the campus. The purpose of the library liaison program is to build relationships with faculty members and provide personal communication about library sources, information literacy, and collection development. The library liaison program gives faculty a personal contact in the library and facilitates collaboration. The Problem Doctoral students are in need of more than just one-shot Bibliographic Instruction sessions (BIs). At Sims, several attempts were made to provide effective information literacy and library support to doctoral students. Initially, the Education liaison conducted orientation in the form of a one-time three-hour workshop during the second semester. When asked for feedback, the students revealed that, while this session was very helpful, they wished the information had been provided earlier. As a result, the timing of the one-shot three-hour workshop was adjusted to occur earlier by placing it in the first semester. …