Promoted after being a law library assistant for three years, this was my first librarian role after receiving my Master's degree in Information Resources and Library Science. It was a private law school that was focused on serving underserved students. I supported faculty at the law school with their educational technology needs, in addition to creating digital guides and videos for professors to include in their courses.
I worked at the reference desk on a scheduled rotation with my colleagues, and participated in collection development for specific subject areas. I managed the electronic databases, and maintained the proxy links. I coordinated with database vendors, and presented trainings on the legal research databases.
While in this role my title was changed from Electronic Services Librarian to Emerging Technologies Librarian, because my responsibilities expanded from just managing the electronic resources to include developing technologies for professors and law students.
One of many workshops I gave to faculty and students, was about apps they could use on their mobile devices. This was a popular topic as iPhones and tablets became more common.
I taught various workshops and in-class lessons that included topics such as: primary & secondary sources, legal research database searching, and other information literacy topics.
As the technology librarian, I found myself often embedded into the online environments for many courses. I'd be asked to add library links and resources to their courses online, as well as give talks to their classes in-person. I formed relationships with the faculty of the school so that they felt comfortable having me visit their courses, and brainstorm ways to design their courses.
Students are required to write a final analysis of a case in the form of a law review article. These were specific to their topic area of interest, such as patent law, property law, etc. As a library team, we developed a program in which we divided up students by topic area, and then assigned a librarian to meet with them to discuss techniques for researching for their paper. We would meet 1-1, and follow-up with them throughout the semester to see how their writing was coming along, and if they needed any citation help.
I was responsible for developing and deploying LibGuides from SpringShare. The initial project consisted of moving existing research guides that we had to fit the LibGuide format, train my colleagues on how to create their own guides for their collection development subject areas, and develop a process for continual updating.
I worked with professors to include training for students in the latest law office management software. I obtained trials for the software and deployed the system and logins for students. I trained the students on how to use the system, and worked with the professor to include an assignment that applied the skills learned in class. Students were given an opportunity to be prepared for their future in a law office.
The new law school did not yet have a student response system, so after one was purchased it was given to me to determine policies and procedures for borrowing, as well as providing training to faculty on how to incorporate clickers in their classrooms.
We used TurningPoint Technologies.
At the time law schools were not allowed to have fully online courses. Thus, professors had face-to-face courses with course content and some course activities to be completed by students online (quizzes, assignment submissions). The LMS was part of a research database (Westlaw) which I managed. Later the school got a license for Desire2Learn (D2L).
A property law professor showed an interest in Second Life, a virtual reality world. We worked together to develop the virtual space for her students, as well as designed lessons for use in her course. The objective was to provide a space for law students to apply their learning about property law.
Throughout the law school they built hallway "counters" where faculty could meet with students and share their laptop screen on a larger display, which was a Smartboard. I provided training to faculty and librarian colleagues on how to use these to engage their students.
I developed and designed the library's blog, called Footnotes. My colleagues and I wrote posts about library resources and research databases. We included contests for students to participate in, such as a scavenger hunt.
I created accounts for the law library, such as a YouTube channel so that the library could share how-to videos with students and faculty.
The library purchased this early ed-tech tool, which could capture anything written on a wall whiteboard, and then object-character-recognition (OCR) translate handwriting into text. These were used primarily in study rooms for student-use.