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Outline for Upcoming Chapter on Research Guides

Introduction

Librarians have traditionally used research guides to connect students and faculty with quality resources. Over the past two decades, efforts have focused on integrating these guides into LMS platforms like Moodle, Canvas, and Blackboard. These integrations streamline access to resources, placing them directly within students’ workflows and making them available at their point of need. However, the effectiveness of such integrations varies based on design, content relevancy, and placement.

This paper combines lessons learned from two case studies: integrating library research guides into LMS platforms for maximum effect and creating targeted guides for specific assignments. Together, they provide a comprehensive model for improving engagement and utilization of library resources.

Literature Review

Efforts to integrate library resources into LMS platforms aim to enhance resource visibility and promote information literacy. Librarians have employed Learning Tools Interoperability (LTI) tools, HTML embedding, and manual linking to incorporate research guides into LMS. These methods address common challenges, such as student unawareness and low engagement with library resources.

Studies highlight the importance of customizing research guides to specific courses or assignments. Generic subject guides often suffer from low usage, as students may perceive them as irrelevant. Research suggests:

  • Design matters: Usability studies indicate that guides should be user-friendly and aligned with course objectives (Ouellette, 2011).
  • Content specificity: Guides tailored to assignments or projects are more effective than general subject guides (Conrad & Stevens, 2019).
  • Placement within LMS: Embedding guides directly into course modules improves visibility and access (Smith et al., 2023).

Further, during the COVID-19 pandemic, many institutions experimented with embedding library resources into LMS modules. While initial implementations were not always successful, they revealed valuable insights for improving integration and design (Smith et al., 2023). Regular updates, collaboration with faculty, and strategic guide placement are essential for fostering engagement.

Creating, Embedding, and Sharing Research Guide Modules in LMS

Canvas Integration

Librarians can integrate research guides into Canvas using LTIs, external links, or widgets. These widgets can present specific guide sections within course modules, making resources directly accessible. Canvas Commons allows librarians to share modules across courses efficiently. As demonstrated in “Integrating Library Research Guides into Your LMS for Maximum Effect,” these integrations can deliver guide content week-by-week to match course topics, improving resource relevancy and minimizing information overload.

Blackboard Integration

In Blackboard, faculty can add library content directly to course folders or collaborate with librarians to embed tailored resources. The “Passes” feature enables selective sharing of resources. Embedding a librarian directly into a course enhances student access to relevant materials, as discussed in “Integrating Library Research Guides into Your LMS for Maximum Effect.”

Moodle Integration

Moodle’s open-source flexibility facilitates various integration methods. Using the “Sharing Cart,” librarians can distribute course-specific modules. Embedding LTIs or HTML widgets also allows targeted content delivery. The adaptability of Moodle supports customized research guide placements that align with course objectives.

Custom Widgets

For institutions without content management systems like SpringShare, librarians can create HTML widgets using browser tools. These widgets embed specific guide sections directly into LMS pages, offering a cost-effective integration method. By using tools like “inspect element” in web browsers, as detailed in “Integrating Library Research Guides into Your LMS for Maximum Effect,” librarians can create tailored modules that fit specific course needs.

Case Study: Targeted Research Guide for Business Course

Background

In Spring 2023, a business faculty member requested a research guide for a strategic management course. The assignment required students to analyze and justify the establishment of an international business office in India. The librarian developed a guide addressing assignment components such as demographics, politics, and infrastructure.

Methodology

The guide was created with feedback from the instructor, focusing on:

  • Assignment-specific sections: Resources were categorized by assignment criteria (e.g., transportation, education).
  • Mixed resource types: Library databases, government websites, and GIS data were included.
  • Embedded delivery: The guide was introduced through information literacy sessions and integrated into the Canvas LMS.

This approach aligns with the modular creation and embedding techniques highlighted in “Integrating Library Research Guides into Your LMS for Maximum Effect,” demonstrating how librarians can build and distribute resources for specific assignments efficiently.

Results

The guide received 757 views over one month, with significant engagement from sections on demographics and politics. LMS analytics showed that approximately 63% of enrolled students accessed the guide via Canvas. This supports the notion that embedding research guides directly within LMS course modules increases usage and engagement, as argued in the literature.

Implications and Future Research

The integration of research guides into LMS platforms demonstrates the potential to increase student engagement with library resources. However, challenges remain in ensuring guide relevancy and ease of use. Future studies should:

  • Investigate larger-scale implementations.
  • Incorporate qualitative feedback to refine guide content and design.
  • Explore automated methods for tailoring guides to specific courses or assignments.

Additionally, as suggested in “Integrating Library Research Guides into Your LMS for Maximum Effect,” librarians should evaluate the feasibility of embedding guides in ways that evolve alongside technological advancements and user feedback.

References

Bergstrom-Lynch, Y. (2019). LibGuides by design: Using instructional design principles and user-centered studies to develop best practices. Public Services Quarterly, 15(3), 205–223. https://doi.org/10.1080/15228959.2019.1632245

Bowen, A. (2012). A LibGuides presence in a Blackboard environment. Reference Services Review, 40(3), 449–458. https://doi.org/10.1108/00907321211254698

Carey, Pathak, A., & Johnson, S. C. (2020). Use, perceptions, and awareness of LibGuides among students. Evidence Based Library and Information Practice, 15(3), 157–172. https://doi.org/10.18438/eblip29653

Conrad, & Stevens, C. (2019). “Am I on the library website?”: A LibGuides usability study. Information Technology and Libraries, 38(3), 49–81. https://doi.org/10.6017/ital.v38i3.10977

Smith, E. S., et al. (2023). Designing and implementing an instructional triptych for a digital future. The Journal of Academic Librarianship, 49(2), 102672. https://doi.org/10.1016/j.acalib.2023.102672