Using Evidence in Practice
Exploring the Impact of Research and Instruction Librarian Accessibility on Graduate Student Achievement
Fatemeh Kholoosi Raftar
Research and
Instruction Librarian
Graduate School
Librarian
East Texas
A&M University
Commerce, Texas,
United States of America
Email: Fatemeh.Kholoosi.Raftar@tamuc.edu
Jennifer Dyer
Associate Dean
of the Graduate School
East Texas
A&M University
Commerce, Texas,
United States of America
Email: Jennifer.Dyer@tamuc.edu
Received: 27 Sept.
2024 Accepted:
24 Dec. 2024
2025 Raftar and
Dyer. This is an Open Access article distributed under the terms of the
Creative Commons‐Attribution‐Noncommercial‐Share
Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use,
distribution, and reproduction in any medium, provided the original work is
properly attributed, not used for commercial purposes, and, if transformed, the
resulting work is redistributed under the same or similar license to this one.
DOI: 10.18438/eblip30636
Setting
This article examines the impact of embedding a research
and instruction librarian within an academic department, with a particular
focus on how this initiative improves graduate students' access to library
resources and services. By relocating a research and instruction librarian into
the graduate school, the library seeks to address the unique challenges that
graduate students face in navigating and utilizing resources, especially in
research-intensive programs. This initiative plays a critical role in
supporting academic success, as graduate students often need customized
assistance to manage complex research tasks effectively.
Velma K. Waters Library, located on the main campus of East Texas A&M
University (ETAMU) in Commerce, Texas, serves a diverse student body of
approximately 12,000 undergraduate, master’s, and doctoral students, as well as
faculty, staff, and community members. The institution is situated in Northeast
Texas and offers academic programs at several instructional sites across the
region.
ETAMU offers courses in various formats, including face-to-face, hybrid, and
online. These different delivery modes necessitate an integrated approach to
providing library support, as the nature of student needs varies based on their
learning environment. For instance, online and hybrid students often rely
heavily on digital resources and require seamless access to library materials
and support services. To meet these diverse needs, the library has adopted a
more holistic approach, integrating both physical and virtual support services
to ensure that all students, regardless of their mode of study, receive the
necessary academic assistance.
Recognizing the growing reliance on these resources, the library took a
strategic step to enhance access and support by relocating one of the research
and instruction librarians to the graduate school. This relocation was driven
by the need to address graduate students’ unique challenges in accessing and
utilizing library resources. The graduate school at ETAMU offers a range of
master’s and doctoral programs in disciplines such as education, business, and
the sciences, many of which require extensive research and data analysis.
Graduate students, particularly those engaged in research-intensive programs,
often require advanced support with their academic work. The decision to embed
librarians into individual academic departments, such as the graduate school,
was made to address these challenges directly by providing more specialized and
accessible services. The librarian was tasked with fostering an environment where
students could receive tailored support for their academic and research
endeavors.
Embedding a librarian within academic departments was designed not only to
support face-to-face interactions but also to ensure equitable access for
distance learners enrolled in hybrid and fully online programs, recognizing
that distance students often face unique barriers, such as limited access to
physical resources and real-time support. This initiative is part of the
library’s broader goal of enhancing its visibility and ensuring that students
and faculty receive the full benefit of library resources.
Problem
One of the core issues was the lack of visibility and engagement between
the library and graduate students, particularly those enrolled in hybrid or
fully online programs. Despite the availability of resources, internal library
usage statistics from ETAMU indicated that graduate students were not utilizing
library services as effectively as expected. Data from reference consultations,
database access logs, and attendance at library workshops showed
lower-than-anticipated engagement levels. Graduate students, who often juggle
multiple commitments along with their academic research responsibilities, need
easy access to specialized resources and personalized guidance from librarians
to enhance their ability to conduct effective research.
A significant challenge identified among graduate students was the limited
opportunities to engage with librarians directly. This conclusion was drawn
from library user feedback, reference transaction logs, and a university-wide
survey assessing graduate students' research support needs. The lack of
interaction often affected their ability to receive timely assistance with
advanced research tasks such as navigating databases, managing citations, and
conducting literature reviews. The local data suggested that students,
especially those pursuing research-intensive programs, experienced difficulties
in accessing specialized resources, which compounded issues related to
information overload and navigating databases effectively with the right
research strategies or techniques. These findings align with Harris' (2011)
study, which highlights the growing complexity of graduate students' research
needs and the importance of direct librarian support in managing these
challenges.
The traditional model of centralizing library services within a single building
or through an online portal was inadequate in meeting the diverse needs of
graduate students at ETAMU. This led to the exploration of alternative service
models tailored to improving accessibility and relevance for graduate students.
Ince (2018) supports this approach, noting that academic libraries are
increasingly adopting more flexible service models to better meet the needs of
graduate students in research-intensive environments. The problem was
compounded by the fact that graduate students often lacked the advanced
information literacy skills necessary to navigate scholarly databases and
manage information effectively, which are crucial for their academic success.
Evidence
Several studies support embedding research and instruction librarians
within academic departments to improve student engagement and research
outcomes. Studies demonstrate that embedded librarians result in increased
reference and research interactions, and more specialized instructional support
when librarians are embedded within academic units. It is beneficial for all
research assistance formats and serves a wide range of patrons, including
students and faculty. Having librarians within reach allows them to better
focus on their target patrons, identifying specific needs and requirements
through closer engagement with departments and individuals across in-person,
online, and hybrid settings.
The integration aligns with Shumaker and Talley’s (2010) findings that
library services thrive when librarians are actively involved in the academic
environment, delivering targeted assistance and fostering close collaborations
with faculty and students.
Further evidence supporting the findings is provided by O’Toole et al.
(2016) who observed a 371% increase in email reference interactions and a 275%
rise in reference appointments when librarians were physically embedded within
academic departments like biology, art, and education. This arrangement allowed
librarians to respond promptly to research inquiries, offer targeted,
discipline-specific guidance, and engage more deeply with both students and
faculty. This embedding enabled librarians to address complex research needs in
ways that centralized or virtual library services could not achieve, leveraging
the benefits of proximity and continuous presence for both in-person and remote
interactions (O’Toole et al., 2016).
Embedding librarians also fosters a collaborative environment that helps
librarians engage directly in curriculum development, create course-specific
research guides, and participate actively in departmental meetings. Schulte
(2012) expands on this by noting that embedded librarianship leads to more than
just increased visibility; librarians become integrated into the academic
culture, transforming from information providers into collaborative research
partners. Schulte's review highlights cases where embedded librarians worked
closely with faculty to design research-focused assignments and guide students
in practical information literacy applications, which were instrumental in
improving students' research skills and resource engagement.
Implementation
In the spring of 2024, Velma K. Waters Library
officially began relocating research and instruction librarians into various
academic departments, starting with the graduate school. This initiative,
spearheaded by the dean of the library and supported by the university's
provost, dean of the graduate school, and departmental deans, sought to enhance
the visibility and accessibility of library services.
The relocation of a research and instruction
librarian to the graduate school involved a physical move to an office within
the graduate school building, providing closer proximity to graduate students
and faculty. This strategic location enabled the librarian to become an
integrated part of the academic environment, increasing visibility and
accessibility. The relocation increased visibility due to the graduate school
building being a central hub for graduate student activities. Many graduate
students take classes in or visit this building for consultations with faculty,
communication with graduate school staff, thesis or dissertation reviews, and
administrative support. In addition, strategic signage in the building, as well
as announcements in graduate school newsletters, highlighted the librarian’s
presence. Faculty communication and collaboration with the graduate school and
their teaching in the building were also instrumental in promoting the
librarian’s services to their students.
Relocating the librarian to the department
facilitated regular meetings with key stakeholders, including the associate
dean, faculty members, and the theses and dissertations specialist. This
strategic placement enhanced accessibility, making it easier to schedule and
conduct meetings and enabling the librarian to respond promptly to students'
needs and emerging issues, whether in-person or online. The increased presence
and availability of the librarian fostered stronger relationships, promoted
collaboration, and supported the development of tailored services to meet the
diverse needs of students and faculty.
The relocation also played a crucial role in
the creation of a collaborative research guide, specifically designed to
address graduate students’ unique needs. It was first introduced to graduate
students during workshops conducted by the graduate school’s theses and dissertations
specialist. These workshops provided an ideal platform to showcase the guide’s
features, including step-by-step instructions for navigating databases,
managing citations, and preparing theses or dissertations. By integrating the
guide into these targeted sessions, students were not only made aware of its
existence but also given practical insights into how it could support their
academic work. The presence of the librarian within the graduate school also
allowed for ongoing updates to the guide, ensuring it remained relevant and
addressed evolving academic needs.
The librarian’s role was actively promoted
through various channels to ensure students were aware of the personalized
support available to them. As part of these efforts, virtual consultations
conducted via platforms like Zoom or Microsoft Teams provided students with
one-on-one guidance regardless of their location. These sessions proved
invaluable for helping students navigate digital resources, such as scholarly
databases and citation management tools, and for addressing complex research
challenges specific to graduate-level studies. To further extend support, the
librarian developed asynchronous instructional materials, including video
tutorials and research guides, tailored to the unique needs of distance
learners, ensuring they could access assistance at their convenience.
Outcome
Relocating the librarian to the graduate
school was a strategic decision aimed at enhancing engagement and accessibility
for graduate students. LibInsight, a data and usage
analytics platform for libraries, provides data that categorizes patrons into
groups such as undergraduate students, graduate students (master’s students),
doctoral students, faculty, and staff. This data illustrates the impact of this
move by comparing engagement levels in 2022 (prior to relocation) with those in
2023 and 2024 (after relocation). The findings highlight significant increases
in the number of patrons attending library instructions, workshops, and events,
as well as those seeking research assistance through transactions and
consultations. These results demonstrate how the relocation has significantly
enhanced the accessibility of library resources and services, fostering greater utilization and addressing the unique
needs of graduate students.
The relocation also created opportunities for
visibility and engagement that were not achievable in a centralized library
setting. Strategic signage within the graduate school building, coupled with
faculty and staff advocacy, ensured that students were consistently reminded of
the librarian’s availability. Furthermore, the integration of librarian
services into graduate school workshops and departmental events reinforced the
librarian’s role as a readily accessible and specialized resource, fostering
stronger connections and more frequent interactions with students.
Research Assistance Statistics
This section highlights the research assistance
provided exclusively by the graduate school librarian. The statistics encompass
both transactions and consultations. The data, collected using the library's LibInsight platform, focuses solely on the graduate school
librarian’s services, excluding data from other librarians.
The graduate school serves approximately 2,917
master’s students, 365 doctoral students, and 217 faculty members who teach
graduate courses. These enrollment figures are based on 2024 data and are used
as an approximate reference for the years 2022-2024, as enrollment numbers
remain relatively stable during this period. Research assistance for students
in master’s programs grew significantly from 0 patrons in 2022 to 26 patrons in
2023, and further to 74 patrons in 2024. While this increase is notable, it
still represents a small percentage of the overall master’s student population,
indicating potential for further outreach and engagement. Research assistance
for doctoral students rose from 0 patrons in 2022 to 11 patrons in 2023, and
then to 16 patrons in 2024. Given the total doctoral student population, these
numbers suggest increasing but still limited engagement. Faculty research
assistance grew from 6 patrons in 2022 to 39 patrons in 2023, and then to 88
patrons in 2024, reflecting increased faculty engagement, due to the
librarian’s outreach efforts and role in supporting graduate students' research
needs.
These statistics demonstrate the substantial
growth in the number of patrons engaging with the graduate school librarian for
both transactions and consultations. While the number of students served has
increased, it still represents a fraction of the total graduate student
population, emphasizing the need for continued outreach efforts to maximize the
impact of embedded librarian services.
Instructions, Workshops, and Events Analysis
This section examines the attendance of
patrons in library instructions, workshops, and events facilitated by the
graduate school librarian. Instructions refer to class visits and library
instruction sessions conducted for classes upon instructors' requests.
Workshops include both online and in-person library presentations covering a
variety of topics designed to meet patrons' needs, such as research strategies,
database navigation, and citation management. Events encompass programs aimed
at engaging focused patron groups with the library’s services and resources,
including activities like library orientation sessions and thematic events.
Attendance in these programs has followed a
similar upward trend. The data highlights the total number of patrons from
different groups who attended instruction sessions and workshops, as well as
the number of patrons served by the graduate school librarian during events.
These attendance figures reflect the librarian’s targeted programming efforts
and the gradual expansion of engagement with graduate students and faculty.
Master’s students’ attendance in library
instructions, workshops, and events increased significantly from 0 patrons in
2022 to 6 patrons in 2023 and further to 26 patrons in 2024. While this
represents a positive trend, it still accounts for only a small fraction of the
total master’s student population, highlighting the need for continued
outreach. Doctoral students’ attendance grew from 0 patrons in 2022 to 6
patrons in 2023 and further to 21 patrons in 2024, again indicating progress
but leaving room for increased engagement. Faculty and staff attendance rose
from 3 patrons in 2022 to 11 patrons in 2023 and further to 21 patrons in 2024,
suggesting growing interest but also underscoring the need for further faculty
involvement.
The recording of statistics ensures an
accurate reflection of the graduate school librarian’s reach and impact. The
data emphasizes not only the increasing number of patrons served but also the
diversity of services offered to meet their unique needs. While growth in
attendance is evident, these figures suggest that efforts to expand programming
and participation should continue to maximize the benefits of embedding the
librarian in the graduate school.
Student Satisfaction Feedback
Graduate students reported higher satisfaction
with the library services through informal verbal feedback and appreciative
emails. Many students noted that the embedded librarian’s prompt assistance
significantly improved their research processes, particularly when navigating
databases and managing citations. Before the librarian was relocated to the
graduate school, students often expressed uncertainty about where to find
specialized help or whom to contact. The increased visibility and targeted
outreach efforts, such as through newsletters, effectively addressed this gap,
making it easier for students to seek assistance.
The relocation of the librarian to the
graduate school has proven to be a transformative decision, yielding
significant increases in engagement and satisfaction among graduate students.
However, given the total student population, further efforts may be needed to
reach a broader audience. The data underscores the success of this initiative,
with marked growth in attendance across research services, instructions,
workshops, and events. Additionally, the positive anecdotal feedback from
students highlights the importance of proximity, targeted outreach, and the
librarian’s tailored support in enhancing the overall graduate experience.
These outcomes demonstrate the value of embedding library services within the
graduate school, establishing a model for fostering deeper collaboration,
accessibility, and resource utilization that can be replicated in other
academic contexts.
Reflection
The relocation of the research and instruction
librarian to the graduate school proved to be a valuable initiative, but it was
not without challenges. One of the primary challenges involved logistical
issues related to the physical move. Securing an appropriate office space
within the graduate school required extensive coordination with multiple
departments, which led to delays in the initial implementation timeline.
Additionally, setting up the devices and technology needed for the librarian to
start working without delay proved difficult. Ensuring access to necessary
software and tools required for troubleshooting and support from the
university’s IT department.
Another significant challenge was building
awareness about the new embedded librarian role among graduate students and
faculty. Despite efforts to increase visibility through departmental meetings,
email campaigns, signage, and newsletters, it took time for the campus
community to fully understand the range of support services available and the
new location of the librarian. Many students were accustomed to seeking help
only at the main library and had to adjust to the concept of a specialized
librarian dedicated to graduate school.
While the physical relocation posed logistical
hurdles, ensuring robust support for remote assistance presented its own
challenges. Providing seamless virtual consultations required reliable access
to platforms like Zoom and Microsoft Teams, as well as a clear communication
strategy to inform students and faculty about these remote services. Despite
these obstacles, remote assistance complemented the physical relocation,
extending the librarian’s reach and ensuring equitable access for distance
learners and students unable to visit in person.
Despite these challenges, the initiative
demonstrated the benefits of embedding librarians in academic departments.
Addressing these obstacles provided valuable insights for improving the program
in the future, such as refining communication strategies and preparing for
logistical complexities.
To address the challenges identified in
embedding librarians within academic departments, future initiatives should
focus on streamlining logistical processes and enhancing communication
strategies. For logistical improvements, establishing a dedicated task force
involving representatives from the library, IT, and the targeted academic
department could ensure smoother coordination for office setup, technology
access, and integration. To build awareness, consistent and targeted
communication campaigns leveraging multiple platforms, such as email
newsletters, social media, and departmental meetings, could highlight the
librarian's role and services. Additionally, collaborating with faculty to
promote the embedded librarian during class sessions and integrating the
librarian into departmental events could further reinforce their presence. By
proactively addressing these areas and expanding support for remote services,
the program can achieve greater efficiency and visibility, fostering even
stronger engagement and support for graduate students.
Author Contributions
Fatemeh Kholoosi Raftar: Conceptualization (equal), Writing - original draft, review &
editing (lead), Methodology (lead) Jennifer Dyer: Conceptualization
(equal), Writing - original draft (supporting), Writing - review & editing
(supporting)
References
Harris, C. S.
(2011). The case for partnering doctoral students with librarians: A synthesis
of the literature. Library Review, 60(7), 599–620. https://doi.org/10.1108/00242531111153614
Ince, S. (2018).
Trends in academic libraries' graduate student services: A case study. The
Journal of Academic Librarianship, 44(3), 426–429. https://doi.org/10.1016/j.acalib.2018.02.012
O’Toole, E.,
Barham, R, & Monahan, J. (2016). The impact of physically embedded
librarianship on academic departments. portal: Libraries and the Academy
16(3), 529-556. https://dx.doi.org/10.1353/pla.2016.0032
Schulte, S.
(2012). Embedded academic librarianship: A review of the literature. Evidence
Based Library and Information Practice, 7(4), 122-138.
Shumaker, D.,
& Talley, M. (2010). Models of embedded librarianship: A research summary. Information
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