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main purpose of the Education Library 2.0 liaison program described in the article?","Question",{"text":63,"@type":64},"To embed systematic information literacy instruction into multiple teacher education programs across many sites, using a coordinated liaison presence that can adapt over time.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which methods does the library use to deliver services across campuses and distant sites?",{"text":68,"@type":64},"The article highlights marketing, Web 2.0 tools, videoconferencing, face-to-face instruction, and site visits to provide library presence inside each program.",{"name":70,"@type":61,"acceptedAnswer":71},"What challenges does the program face, especially for students and faculty?",{"text":72,"@type":64},"Unique challenges arise in geographically distant programs and within the fully online degree program, affecting how services can be delivered and 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Arizona State University  \nAbstract  \nUsing a combination of marketing, Web 2.0 tools, videoconferencing, face-to-face instruction and site visits, a library presence including systematic information literacy instruction is embedded into multiple programs at sixteen sites in a growing college of education with nearly 6000 students and over 115 full-time faculty members. As the needs of the students and faculty evolve, the library program responds. This article describes the education library liaison program for Arizona State University’s College of Teacher Education and Leadership, including both successes and challenges, within the context of university, college, and library change.  \nIntroduction  \nSince its establishment in the mid-1980’s, a library liaison program has served the College of Teacher Education and Leadership at Arizona State University (ASU) . As one of the largest teacher education programs in the state, the college has an enrollment of over 6000 students in undergraduate and post-baccalaureate teacher preparation programs, M.Ed. programs, and an Ed.D. program. These programs are distributed across ASU’s four campuses as well as in fourteen school district partnership sites in urban and rural areas of the state. The college recently instituted its first completely online degree program, the M.Ed. and state certification in early childhood education. These programs enroll students from all areas of Arizona as well as out-of-state.  \nGiven the wide range of education programs in CTEL, a traditional, place-bound academic library and librarian liaison to the college cannot meet the needs of all students and faculty. Utilizing marketing techniques and combination of Web 2.0 tools, teleconferencing, face-toface instruction and site visits, a library presence including systematic information literacy instruction is embedded into each program. The library program encounters unique challenges, particularly within the programs that are geographically distant, as well as within the 100% online degree program. This article describes the establishment of the library program on multiple campuses and sites, and discusses successes, challenges and future directions.  \nReview of the Literature  \nLibrary liaison programs in academic settings. The concept of library service delivery through an embedded or liaison model has been taken up by researchers and practitioners in recent years (Attebury & Holder, 2008; Isaacson, 2001; Konata & Thaxton, 2001; Smith &  \nSutton, 2008; Stoddart, Bryant, & Baker, 2006) . Embedded or liaison librarianship has been discussed asan element of service to education schools and colleges through collection development (Ganesh, 2003; Hirsch, 2008; Osa & Musser, 2004) and instruction and faculty collaboration (Bushong & Buff, 2008; Floyd, Colvin, & Bodur, 2008) and also in support of diverse disciplines (Hall, 2008; Tennant & Cataldo, 2002) . Liaison librarianship is used in instructional settings (Christensen, 1994; Hall, 2008; Hearn, 2005; Owens, 2008; Risser, White, & Benson, 2000), within the context of faculty relationships (Bartnik, 2007; Cataldo, Tennant, & Sherwill-Navarro, 2006; Chan, 2006; Dewey, 2004; Greever, 1999; Issacson, 2001), and to the university as a whole in areas such as curriculum development (Francis & Fisher, 1997) outreach (Rudin, 2008) and student affairs (Forrest, 2005; Love, 2007) . A common thread uniting these perspectives is that of proactive strategies in order to provide service models that expand into the academic unit—either through instruction, reference and research support, marketing or active participation in academic planning.  \nTechnology solutions for liaison librarianship. A more recent development in liaison librarianship is the advent of technology solutions in order to provide scalable,“just in time” library services to both students and fa","cbCaiv9H2CHcpCSr","https://ap.wps.com/l/cbCaiv9H2CHcpCSr","pdf",167697,"English","# Introduction\n# Review of the Literature\n# The College of Teacher Education and Leadership at ASU","[{\"question\":\"What is the main purpose of the Education Library 2.0 liaison program described in the article?\",\"answer\":\"To embed systematic information literacy instruction into multiple teacher education programs across many sites, using a coordinated liaison presence that can adapt over time.\"},{\"question\":\"Which methods does the library use to deliver services across campuses and distant sites?\",\"answer\":\"The article highlights marketing, Web 2.0 tools, videoconferencing, face-to-face instruction, and site visits to provide library presence inside each program.\"},{\"question\":\"What challenges does the program face, especially for students and faculty?\",\"answer\":\"Unique challenges arise in geographically distant programs and within the fully online degree program, affecting how services can be delivered and supported.\"}]","Education Library 2.0 - The Establishment of a Dynamic Multi-Site Liaison Program | PDF",1792094569,25]