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 International Journal of Information Processing and Communication (IJIPC) Vol. 8 No. 1 [May, 2020], pp. 70-78
Online: ISSN 2645-2960; Print ISSN: 2141-3959

Beyond Customary Library Services: A Review of Embedded

Librarianship as a New Model in Academic Institutions

Hawwau Adedayo Moruf

Department of Library and Information Science,

Federal University Dutsin-Ma, Katsina State, Nigeria
Email: hawwau.moruf@yahoo.com

Abstract

In a knowledge driven society, the information needs of users are so complex that traditional library services
often fail to fully meet users’ needs. The emerging model of Embedded Librarianship renders approach to solve
the situation by bringing the library and librarian to the user. Embedded librarianship is a modernized concept in
library and information services which moves the librarians out of libraries to users’ domain. It focuses more on
librarians than libraries, because everyone can access the libraries, but librarians connect information to users
through skills, initiatives, and exploration in relation to their needs. Embedded Librarianship is more on
partnership than on service goal. Embedded librarianship is now a buzz word in the context of librarianship; it
has come to challenge the customary library services to reiterate the value of academic library and sustain the
recurring challenge of information landscape as well as entrenched the relevance of librarians within the
academic community. However, it is still considered immature and therefore not much awareness has been
created of this concept, limited literature also exist to explain explicitly the new model of library services for
academic librarians in Nigeria and Africa at large. This review thus, tends to explore literature on the above
topic and initiate the conversation with academic librarians in Nigeria by explaining the concept of Embedded
Librarianship within the viewpoint of Nigerian academic library system and distinguish between the traditional
and embedded roles, outline different skills required to be embedded as well as strategies for integrating
embedded librarianship into the work of Nigeria librarians.

Keywords: Embedded, Librarianship, Academic Libraries, Librarians, Academic Institutions

1. Introduction

Embedded Librarianship emerged as a new concept to enable information users’ satisfaction as well as to achieve
desired results. In a knowledge driven society, the information needs of users are so complex that traditional
library services often fail to fully meet users’ needs. The emerging model of Embedded Librarianship renders
approach to solve the situation by bringing the library and librarian to the user (Nagarkar and Murari, 2010). No
single generally accepted definition of Embedded Librarianship because of its novelty; however, researchers have
described embedded librarians using various definitions. According to Dene (2011), embedded librarian just as an
integral part of a team becomes as engaged in the team work as any other member. As the engagement grows, the
embedded librarian develops highly personalized, mondaine, and value-added contributions to the team.

Shumaker (2012) defined Embedded Librarianship as a modernized concept in library and information services
which moves the librarians out of libraries. It asserts significance strong working relationship between the
librarian and a group of people who need the librarian’s expertise. In university community, academic librarians
liaise, interact and develop a communication network which enables the flow of information between the faculty,

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library and the university management. According to Pospelova, Tsurtsumia and Tsibulnikova (2018), embedding
denotes deep participation of the library in social, research and cultural life of the academic community. In the
summary of Ofili (2013), embedded librarianship is as an integration of librarians into the academic,
organizational, or other defined tasks of supposed library users, in their own domain, for the purpose of rendering
highly specialized and prized information service, and for a purposeful collaboration.

2. Changing Roles of Librarians in an Academic Environment

In responding to the changing librarian roles as well as sustaining library relevance in an academic community,
embedded librarianship provides succor and thereby challenge the traditional way of library services. According
to Saunder (2007), the changing information landscape with unlimited access to internet and Google, have
transformed the librarians’ roles and to remain relevance, librarians must respond to the unabated development.
The concept of Embedded Librarianship is therefore paramount to library’s relevance in the 21st century.
Embedded Librarian in academic environment therefore means entrenched or fixed librarians working with each
group of the university community (teaching staff, non-teaching staff and students) for their information
necessities at every point in time. Embedded Librarians are required to provide partnership oriented services by
not only participating but anticipating the information needs of individual group in the community. Today,
academic librarians are at the fore front of supporting the teaching, learning, and research efforts of the institution
they serve. Myers and Warner (2013) believe that Embedded Librarianship stipulates that librarian plays role of
academics in an academic setting by not restricting library services to the four-wall of the library. Various ways
by which academic librarians can be embedded include supporting curriculum development, co-teaching with
faculty by offering online teaching/training assistance and support for publications (Bartnik, 2007; Gaines, 2014).

According to Schulte (2012), Embedded Librarian assists research groups to identify relevant literatures about the
particular subject of study. Federer (2013) is indifferent to this view, and postulates that activities carried out by
an embedded librarian are not only to identify relevant literature but to work with the research group for data or
resource identification, searching and project/research management from beginning to the end. Dennett,
Chatterley, Greyson and Surette (2013) described academic librarians to be involved in physical and online
lessons. Challenging the traditional ways in which librarians offer services. Tyckoson (2003) argues that
librarians should not sit back expecting library users but should help the reader and mingle with them. Frequent
interactions with the patrons help build a close working relationship. Embedded Librarianship focuses more on
librarians than libraries, because everyone can access the libraries, but librarians connect information to users
through skills, initiatives, and exploration in relation to their needs. With Embedded Librarianship, there is
paradigm shifts from closed access to open access. Information is everywhere; patrons are not thinking of the
library, librarians need skills, knowledge and expertise to explore the information landscape.

Mlinar (2016) explain the trends in Embedded Librarian as follows:

i. Applying knowledge and skills to tackle information challenges through problem solving.
ii. Librarians work outside the libraries in collaboration with groups.
iii. Librarians perform a partnership role rather than a supporting role by sharing responsibilities for
achieving group goals.

3. Transition from Traditional to Embedded Model

Decline in the traditional reference libraries services, the influx of digital information over the internet that make
patrons not to seek information needs from librarians as well as patrons need to find a quiet and comfortable
environment to accomplish their tasks and then leave. The aforementioned challenges justify the necessity for
embedded roles. Vijesh, Anitha and Rehana (2017) observe that people visit libraries to seek a silent atmosphere
to work individually or in groups, to collect required information from the complex world of internet and to carry

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forward their research activities, apart from their general reading requirements. The development of new digital
information resources and related economic and administrative changes, loss of patronage suffered by libraries,
have made embedded librarianship critically important to librarians (Shumaker and Talley, 2009; Ofili, 2013).

In explaining what it means to be embedded, Shumaker (2012) recognized that Embedded Librarians are
concentrating on activities important towards the goals of their organizations. Therefore, the need for
implementation and integration of Embedded Librarianship into academic library services in Nigeria cannot be
undermined due to the digital competitive world of information. Research has shown that embedded librarianship
is an indispensable requirement for the future of the library (Mensah and Owusu-Ansah, 2018).

The traditional mode of library services is library-centric and demands bringing users to library and librarians thus
the traditional reference service waiting to render services which enables librarians remain glue to their offices;
dependent solely on library skills, provision of generalized, steady and fixed services; emphasized service
delivery etc. are few descriptions that characterized traditional service model. Ofili (2013) stated that, embedded
librarianship programs start by shifting the location of delivery, not changing the nature of the service itself.
However, the nature of service might eventually change from simply delivery to analysis and synthesis. It
therefore demands innovative services, new location and proactive professionals for the transition to take place.
Embedded librarianship offers many benefits not only to the served but also to librarians and librarianship as
profession in the following ways:
 increases library and librarians value
 demonstrate and improve librarians’ expertise
 improves librarians’ collaboration with their user community
 librarians gain in-depth knowledge of other domain
(Carlson and Kneale, 2011; Hamilton, 2012; Mensah and Owusu-Ansah, 2018)

The need for changing from traditional role to embedded role might entails changes in library organizational
structure, operations and services just as Jantz (2012) theorize dual organizational structures and new knowledge
facilitate innovations. Therefore, there is responsibility shift between the professional and para-professional staff;
the professional staff comprises those with a minimum of first degree who are mostly academic staff. They
possess the knowledge and competencies in their area of specialization, have the competency to liaise and
collaborate with the academia by embedding their roles, they are highly involved in embedded roles. Figure 1
explains the features that differentiate traditional service model from embedded service model.

Traditional Librarianship Model Embedded Librarianship Model

• Responsive • Anticipatory
• Standardized information service • Customized information service
• Individual and personalised customer • Team of collaborators
• Single transaction based • Support for ongoing project (Project based)
• Limitation to services • Unlimited and personalised services
• Service is valued • Partnership is valued
• Service relationship (solitary service) • Embedded relationship

Figure 1: Paradigm shift from traditional to embedded roles

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4. Requisite Skills for Embedded Librarians

According to Shumaker (2012), the willingness and ability to act, take risk and confidence to do something new
or different are the range of behaviors that lead to degrees and level of embeddedness in a librarian. Embedded
Librarians are problems solvers within their organizations; they adopt all means to cater for their organizations.
The vital skills and expertise of library and information professionals have been classified as generic skills,
personal skills and discipline-specific knowledge (Nonthacumjane, 2011). Hence, the need for Embedded
Librarians to develop and improve on such skills for better embedded services. The following skills are therefore
proposed for prospective Embedded Librarians:

 Communication skill: An Embedded Librarian (EL) needs to know and understand the research areas of
the university community by interacting with the departmental representatives. According to Pospelova et
al. (2018), active involvement in the communication process can allow librarians to establish strong
collaborations with information users.
 Behavioral and Social skills: An Embedded Librarian must be an epitome of good character by being
kind-hearted, welcoming, and approachable and abide with professional ethics. Exemplify good behavior
with the ability to interact, communicate and negotiate with potential clientele through boldness but not
arrogance, assertiveness but not aggressiveness, brashness but not rudeness, purposeful but not resolute.
 Innovative skill: Being pragmatic and positive to reach logical conclusion about issues of concern,
ability to anticipate information need of a user group, make such information available and accessible and
use such information to achieve the goals and objectives of the organization. EL should have a growth
mindset by being logical and demonstrate positivity. Being innovative to offer practical ideas that bring
out results is required of EL.
 Pedagogical and information skills: willingness, capability to support teaching through co-teaching
with the faculty or teaching staff. It therefore requires the education and specific training in a specific
subject discipline. This means librarians must be a subject specialist or trained subject librarian to be able
to make an insightful and purposeful contribution to achieve result. Readiness to give voluntary services
that help students, managers etc. achieve their goals, by supporting reading, writing and learning process.
 Managerial skills: Good management skills are vital to the success of any organization, be it small or
large. This applies to the management of a research group to manage the resources (both human and non-
human) in order to achieve set goals and objectives. This does not imply that embedded librarian take the
leadership role but ensure that all members of the group are carried along. Embedded Librarian should
perform critical role by ensuring that all members of the team are working cohesively to achieve results.
 Professional skill- pedagogy skills that enable teaching, tutoring, mentoring, coaching students towards
academic success in their writing, reading, learning and research. Embedded Librarians offer professional
support in all these areas both inside and outside the classroom.
 Interpersonal relationship skill- Embedded Librarian involves in strong working relationships, close
alignment with team aim, shared working responsibilities and full membership in the group even while he
doesn’t have the same level of expertise with the team. They provide assistance in terms of supporting the
overall academic activities of the students. So much that, the students becomes library friends. An
embedded librarian should have the readiness to take up the responsibilities, ability to carry out those
responsibilities and motivation on the part of the management that lead to Embedded Librarianship.
 Problem-Solving skill - The embedded librarian contributes ideas and suggests solutions to team
problems, going beyond the known bounds of the librarian’s role. According to Shumaker (2012),
effective Embedded Librarians have the ability to render valuable contributions to their organizations. He
further reiterated that academic librarians should possess instructional development and delivery skills

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and librarians who are responsible for classroom instructions must be comfortable with teaching and
public speaking.

5. Indicators of Embedded Librarianship

Shumaker and Talley (2009) discuss four areas that indicate embedded to include; Interaction and
communication, collaboration, feedback mechanisms, connections and support. According to shumaker (2012),
the two major factors that contribute to the success of embedded librarianship program are;

I. Readiness of the librarians

II. Readiness of the organization

The researcher further explains the elements of librarians readiness to include; skill sets and level of professional
mastery; understanding of the subject domain of target information user groups, understanding of the political and
organizational context of the target groups; interest, ability, and motivation to do outreach; and to form strong,
collaborative working relationships. While explaining the elements required by organizational readiness to
champion and support embedded, the researcher reiterated the need for organization to fulfill the following:

 Interest and support of an executive champion, who sees the value, or potential value, of embedded
librarianship.
 Good middle-management relationships between the library manager and information user-group
managers.
 Enthusiastic library users who are also highly respected among their peers and management.
 A management culture that supports delegation and autonomy at the middle and lower levels and that
encourages experimentation and innovation.

6. Digital Technologies Use for Embedded Librarianship

Embedded Librarians select and use technology that most effectively meets the needs of unique user group. These
technologies can include the library web site, web conferencing, course management systems, lecture and screen
capture software, research guides, remote reference services (including chat, telephone and email), online survey
tools, citation management, and social media among others. Improvements in technology have also increased the
efficiency of academic librarians in creating and using digital guides, with the use of html and proprietary
software. According to Ghaphery and White (2012), subject-based research guides are a core component of
academic library web services. They are tools created and maintained by an Embedded Librarian that can be
linked into a Course Management System (CMS) or made available through a link on the library’s website.

The librarian could also post relevant course materials and resources to the forum and participates in discussion
boards, as posting to a discussion board makes the communication available for others in the course to view,
which may be helpful for multiple students with the same question. Although, students who desire more privacy
in their communications with the librarian might prefer the email feature, this view is supported by Ismail (2011)
who noted that the most frequently used communication method is email. In a virtual environment, Bansode and
MurlidharNikose (2020) highlighted different techniques, tools and technologies that may be incorporated in
embedded library and information services to include but not limited to the followings: Information resource
development (Such as evaluating resources etc.); Online/chat reference, Ready reference; Quick Fact checking;
Citation verification; In-depth and topical research; Online Interlibrary Loan and/or document delivery;
Evaluating, synthesizing, and summarizing the literature; Current awareness and news alerting; Dissemination of
specialized information on library blog, library website, library social media accounts (facebook, twitter,
what’sApp); Competitive Intelligence; Data analysis (such as trends, industry, research); Content management for
web, intranet and wiki sites; Web based Library Bulletin; Sharing instructional responsibility (such as

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participating with subject faculty in a classroom instruction); Virtual Library Tour; Video-conferencing/webinar
service; Ask-a-Librarian; Online database search services; Produce electronic or print ―how to do it manuals,
pathfinders, etc. There is no limit to the use and adoption of available technologies, in embedded librarianship
programme, it only depends on the approach, tools or techniques adopted to meeting the needs of user group
being served.

7. Approaches to Incorporating Embedded Librarianship in Academic Community

I. Partnering and collaboration with faculty: by developing a robust working relationship with the teaching
staff, through collaborative teaching, assignments and term papers, submitted and accomplished in no
time with the subject specialist librarian who has the professional knowledge and skills of a particular
discipline. Librarians are saddled with the responsibility of working with respected instructor or lecturers
who already recognize the value of library in his/her course and whose students have found their way into
the library can be instrumental to expanding embedded librarianship programs to replicate same in other
courses.
II. Support faculty in teaching duties by making available valuable texts relevant to the course of teaching
and integrating literacy instructions in teaching curriculum. Support students to develop strong
information mastery skills that add value to their academic success and guarantee life-long learning.
Some embedded librarians found their work in the department and become a part of the integral whole,
whereby their office is situated in department as a library staff/subject specialist while still on library
payroll (Bartnik, 2007).
III. Management support is an essential element that boosts librarians’ morale. The involvement of top
management officials, for instance the top management staff who champions the value of librarians can
encourage the development of embedded relationships between faculty and librarians. This can cut across
the middle-level and lower managers. A member of the university management, who is open to and
available for a peer-to-peer discussion and understand ways to strengthen library services may be the
partner for a pilot project that can demonstrate the value of embedded librarianship to others in the
organization.
IV. Employing and organizing talk show, TED talks, seminars and workshops on contemporary research
trends. Librarians should show strong readiness through organizing briefing on library services and how it
can support classroom teaching, impact students’ success and support research and scholarship.
V. Provides all-round information needs of user group and other members of the university community at
large. Shumaker and Talley (2009) postulates that embedded librarians’ main agenda is to recognize one
or more identifiable groups, establish relationship with the groups and focus on the utmost needs of the
group.
VI. Promoting library services: librarians get involve in both formal and informal embedded relationship by
partnering with respected instructor/lecturer who has requested input on designing research assignment
(Shumaker, 2012). Librarians formally assist the students in the class on demand of their instructor. This
can also be done informally by asking the students to test the plagiarism level of their write-ups, proof-
reading and editing.
VII. Integrating instructional progammes into the course curriculum that offers classroom and research support
to both students and academics. Embedded Librarian curriculum focuses on offering intensive research
assistance in a result-oriented learning environment (Berdish and Seeman, 2010).

VIII. Library integration into the Learning Management System (LMS) of the institution would enable deep
connections not only with the course content but also with the students and their lecturers. Embedded
support in this regard can be creation of reading lists for each course in collaboration with the lecturers as
well as guiding students through learning and research process. Embedded Librarianship can be
aggrandized by expanding librarians and other support roles in a course (Hoffman, Beatty, Feng and Lee

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(2017). Foutch (2007), also reveal how librarians are embedded physically within instruction programmes
to assist the learners in finding credible sources of academic literatures as well as preparing a research
paper.
IX. Improving and competing with advances in technology applications within their specialization. As
technology advances, academic librarians should employ methods and facilities that match the current
embedded services, it is therefore imperative to use technology to enhance embedded library services.
Anderson, Doney, Hendrix, Martinez, Stoddart and Wright (2019) explain the fifth law of librarianship
“Library as a growing organism” as implying that as libraries and services are continually changing,
library materials, methods, and facilities should be updated over time.
X. The Embedded Librarians should join professional associations in order to learn and share experience and
expertise with colleagues from different countries and institutions for the best practice in embedded
services and attending subject related conferences.

8. Conclusion
The value of library in the 21st century is not only determined by its collections but also by the quality of services
it offers. Embedded Librarianship focuses more on librarians than libraries, because everyone can access the
libraries, but librarians connect information to users through skills, initiatives, and exploration in relation to their
needs. Embedded Librarianship is more on partnership than on service goal. Embedded librarianship is now a
buzz word in the context of librarianship; it has come to challenge the customary library services to reiterate the
value of academic library and sustain the recurring challenge of information landscape as well as entrenched the
relevance of librarians within the academic community. However, it is still considered immature and therefore not
much awareness has been created of this concept, limited literature also exist to explain explicitly the new model
of library services for academic librarians in Nigeria and Africa at large. An effective library is a function of
highly qualified professionals who work in a dynamic environment.

9. Recommendations
 Embedded roles require academic librarians to change the nature of their work by performing a variety of
sophisticated, value-added services through activities like research analysis and testing, organizing
symposium series, and participating in curriculum reviews as well as other activities that are not generally
thought of as roles for librarians.
 An embedded librarian is required to know something about everything by not relying on the knowledge
of its subject domain but also the external domain.
 Librarians in academic settings should therefore improve on their knowledge, skills and understanding of
all subject areas and courses of study in their institution.
 Embedded librarians require prior education or experience before embarking on embedded assignments.
However, those who don’t have the necessary understanding or the skills before taking the role have to
acquire it rapidly.
 Library management should assist the move towards embedded by supporting academic librarians to
continue learning, whether through self-education and independent and personal development, mentoring,
attending conferences, as well as formal and informal education, that keep their domain knowledge sharp.
 Embedded library service is based on librarian’s ability to establish strong interpersonal relationships with
customers. Library management should employ librarians who are professionals, excel at relationship
building and are highly motivated.

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