Embedded information literacy interventions in an experiential business learning capstone

Abstract

This case study shares an evolving embedded librarian approach to support an experiential undergraduate business learning capstone. To improve research conducted by student teams as they completed semester-long sponsored projects, an electronic research planning form and research consultation were embedded in the course. To measure student experience and self-reported learning from the required interventions a Qualtrics survey was administered. Two matrix-based questions with four statements employed a 5-point Likert scale to measure levels of agreement or disagreement on student experience and learning with the interventions. Results to Matrix 1 found overall positive responses to questions about student experiences with completing a research plan with the most positive response that it helped student teams consider gaps in their knowledge that they needed to address with research. Results to Matrix 2 questions also indicated positive responses to questions about the research consultation with the most positive response being that students more confident in their ability to connect research to a business need based on their experience with the research consultation with the librarian. Responses to an open-ended survey question about student learning and experience from the research plan and research consultation were exported into Atlas.ti and an inductive approach was used to code the data identifying themes. Most often reported by students were learning databases, new resources, search strategies, and application of information to their projects. This study adds to the literature on information literacy and embedded practices.