This presentation highlights innovative means of embedding information literacy support within Library service delivery, consequently leading to enhanced tuition, better connections with customers, and more effective Library advocacy. Background: In recent years, Academic, Liaison and Subject Librarians have been encouraged to embed themselves within course delivery at academic institutions (Kesselman & Watstein, 2009, O’Toole et al., 2016). The rationale behind this approach was to embed information literacy as an integral part of university tuition, rather than have library skills presented to students as an optional add-on. However, best practice in ‘embedding’ inevitably varies from subject to subject (Schulte, 2012), with even greater variation likely when the approach is applied at different institutions, and beyond the Higher Education sector. This paper addresses that challenge by providing distinctive examples and core principles of embedded information literacy tuition. Paper content: A case study of how two Academic Librarians of Leeds Beckett University became directly involved in course delivery, promoting embedded tuition through their actions rather than overt discussion of the concept. In particular, the paper outlines innovative examples of embedded support, such as: - Supporting an innovative Criminology module by delivering academic skills tuition within a High Security prison - Providing external training for local authority employees in support of the university’s local partnerships - Co-designing and co-delivering the first academic assignment of the year for new undergraduate Nursing students - Collaborative marketing and sharing of teaching practices with the local NHS Libraries Group - Supporting curriculum diversity by sourcing new resources in alignment with the ‘Why is my curriculum white?’ agenda - Further development of student publishing through Open Access journals The paper also considers the pedagogical and professional implications of these examples, as through Stone et al.’s work (2016) on publishing undergraduate research, and Lwoga and Questier’s research (2015) on developing open access behaviours. These reflections are intended to stimulate discussion of the potential to grow the role of librarians within their parent organisations, demonstrating how roles can be developed and harnessed for Library advocacy. Summary: The paper addresses the practicalities of arranging, delivering and maintaining distinctive forms of information literacy tuition in a variety of professional environments, with a particular emphasis placed upon how such work can act as ongoing promotion of a library within a wider institution.
ORCID: 
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)