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| India | Tanzania |
Fountain, Pauline. "Building on Success: BIT's Flexible Learning Network." DESIGnation, no. 18 (September 1999): 2-3.
Faculty librarians at the Brisbane Institute of Technical and Further Education (BIT) have been instrumental in the development of the "Flexible Learning Network." This is an "integrated staff training and product development initiative" intended to extend the Institute's reach into the global market place as well as to create new training paradigms. The author provides a historical view of the project, with sections devoted to "Where we have been," "Where we are now," and "Where we are going." Concrete examples of librarians' involvement in each phase of the ongoing project are given. B. Reiten.
Appleton, Margaret and Debbie Orr. "Meeting the Needs of Distance Education Students." In Information Literacy Around the World: Advances in Programs and Research, edited by Christine Bruce, Philip C. Candy, and Helmut Klaus. Wagga Wagga, N.S.W.: Centre for Information Studies, Charles Sturt University, 2000, 11-24.
Central Queensland University (CQU) Library uses a variety of technologies to deliver information literacy to its geographically dispersed students. As a predominantly distance education institution, CQU and its libraries have always needed to be innovative in methods of education delivery. The technologies discussed in this chapter are videoconferencing, computer assisted learning programs, web-based courses/tutorials, and virtual workshops. All these technologies have been used by the CQU libraries to meet the various needs and learning styles of their students, which include on campus groups, multi-campus groups, undergraduate and graduate distance education students. B. Reiten.
Orr, Debbie and Margie Wallin. "Information Literacy and Flexible Delivery: Are We Meeting Student Needs?" Australian Academic and Research Libraries 32, no. 3 (September 2001): 192-203.
The shift in location and delivery of education has had an impact on information literacy programs. The authors explore this impact, both theoretically and through concrete examples from Central Queensland University. Using the campus "Strategic Plan for Flexible Learning 2001-2003," the library and teaching faculty at CQU are reworking the traditional information literacy models to meet the educational and delivery needs of a widely dispersed student body. CQU is a largely distance education institution, with less than a quarter of its students attending classes on campus. Developed in answer to the campus "Strategic Plan," the library's "Teaching and Learning Plan" attempts to provide a framework for developing information literacy programs that supports multiple modes of delivery, teaching, and learning styles. B. Reiten.
Orr, Debbie. "Globalisation and the Delivery of Library Services." DESIGnation, no. 17 (April 1999): 2-3.
After opening an international campus in 1994, Central Queensland University (CQU) gradually added library services at the international campus over the next several years. In 1997, the international students were surveyed regarding library services and instruction. The results of the survey implied that the international students were reluctant to acquire information skills. In response to this, a new questionnaire was designed and administered to all students enrolled in a specific course across the CQU campuses. The results of this survey reflected the earlier results, possibly indicating a cultural difference that needs to be addressed in planning library instruction. B. Reiten.
Bishop, Sarah and Glenda Henderson. "Information Literacy Made Ezy." In Information Online 2001: Digital Dancing: New Steps, New Partners: Proceedings of the 10th Australasian Information Online Conference & Exhibition, Sydney Convention and Exhibition Centre, 16-18 January 2001. Sydney: Information Specialists Division, Australian Library & Information Association, 2001, 239-251. Also online.
Web-ezy is a modular software package allowing for the creation of customized web-based library and information skills programs. It was developed by Charles Sturt University (CSU) in conjunction with UNILINC. Because CSU is largely a distance education institution, the library felt the need for a new flexible delivery tool to offer information literacy programs to distance learners. The authors begin by detailing the underlying concepts that guided the software development, and then give an overview of the development process. CSU is the first institution to implement Web-ezy, and the remainder of the paper discusses their experiences and the data they have collected. B. Reiten.
Cox, Sue and Alice Ferguson. Christmas Island and Beyond: The Delivery of a Library Service to Offshore Students. Paper presented at the 'Your Time, Your Place, Your Off Campus Library Service' Conference, Monash University, Caulfield Campus, Melbourne, Victoria, 4-5 February 2002. Available online (in pdf format)
Charles Sturt University (CSU) in New South Wales is the largest provider of distance education to students within Australia. Two thirds of its student enrollment in 2001 was composed of distance education students, with over 4,000 of those students studying offshore. Since only a minority of students can or will visit a physical library, it is important to address the needs of the majority that remain. Although the CSU library has more than 30 years' experience in providing library services to distance education students, offshore students offer new challenges such as language differences, cultural differences, and different levels of computer literacy. The CSU library's efforts to meet and conquer these challenges are discussed along with concerns for the future. A. Lawrence.
Sanders, Roy. Empowering Students for Success: Developments in Information Support for DE Students in Library and Information Science. Paper presented at the LIANZA 2000 Conference, Christchurch, New Zealand, October 15-18, 2000. Available: online (in pdf format)
Using the Library and Information Sciences (LIS) courses at Charles Sturt University (CSU) as his example, the author explores the effects of old and new technologies on distance education. Attention is also given to educational philosophy, information and communications technologies, and various pragmatic factors that affect distance education delivery. Brief profiles of CSU and its School of Information Sciences are provided as well as an overview of the culture of distance education in Australia and at CSU. The "realities of the teaching environment" are then discussed, with both difficulties and possible solutions to elements such as human contact being provided. B. Reiten.
Deubert, Kathy. "Information Literacy: The Flexible Approach." In Partners in Learning and Research: Changing Roles for Australian Technology Network Libraries, edited by John Frylinck. Adelaide: University of South Australia Library for Librarians of the Australian Technology Network, 2001, 19-27.
In 1999, Curtin University of Technology adopted its Information Literacy Policy, ensuring that information literacy concepts be integrated into coursework and that all its graduates would be information literate. The Library, realizing its responsibility in the delivery of information literacy opportunities, established the InfoTrekk program, which is a self-paced, generic series of modules using Step-by-Step Guides, which aim to instruct the user in the principles of searching for, evaluating, referencing, and using library resources. The designers adhered to certain guidelines, such as using simple explanations, avoiding campus-specific information, and a minimum of graphics and hotlinks. Infotrekk has been well received among the teaching faculty as a course requirement for first-year students and senior students alike. Local students reacted positive to the module and ACRL's Instruction Section's Emerging Technologies in Instruction reviewed the program as "among the best in our profession." Future developments focus on Infotrekk Plus, which builds upon the original content and design guidelines with emphasis on specialized resources. M. Thomas.
Cavanagh, Anthony K. "Providing Services and Information to the Dispersed Off-Campus Student: An Integrated Approach." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 99-110. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 149-166.
Having made the decision that dispersed students are best served with an integration of print and electronic resources, Deakin University's Off Campus Library Service was faced with deciding how best to provide access to these services. The development of the "Deakin Learning Toolkit" by their Information Technology Services in conjunction with other units of the university, including the library, answered a number of these questions. The Toolkit is a CD ROM issued to all dispersed students containing all of the software used at Deakin University, as well as library tutorials, subject guides, and many other resources. B. Reiten.
Cavanagh, Tony. "Deakin University - A Profile of the Off Campus Library Service." DESIGnation, no. 18 (September 1999): 3-6.
Deakin University has 29,000 students enrolled at six campuses; approximately 12,000 of these students are off-campus students. With these students spread across Australia and the world, the importance of a good document delivery service is almost impossible to overstate. The author profiles Deakin University Library's Off Campus Service, looking at how the many facets of the service feed into document delivery. These facets include the library collection, methods of requesting material, the delivery of material, and reference assistance. The question of staffing the service over multiple campuses is also addressed. B. Reiten.
Kartus, Ebe, Donna Runner, and Susan Clarke. Digitisation and Copyright Compliance for Course Materials and Library Reserve Materials at Deakin University. Paper presented at the 'Your Time, Your Place, Your Off Campus Library Service' Conference, Monash University, Caulfield Campus, Melbourne, Victoria, 4-5 February 2002. Online. Available: http://www.deakin.edu.au/library/staff/publications/DonnaR/DESIG2002.htm
A digitization effort employed by Deakin University Library has proven to be of great benefit to its distance and lifelong learners. This paper discusses issues involved with digitization and copyright compliance issues associated with producing electronic information resources made available to distance and lifelong learners at Deakin University. The authors discus the balance between print and e-reserves, the differences in course-pack content and electronic reserves and the copyright compliance issues that regulate fair access. Budgetary concerns, in terms of staff time, computer equipment were weighed to determine efficiency. The project was carried out in several phases, beginning with the digitization of class notes, exams, class presentations, and finally with the materials covered within copyright regulations. A respective project would complete the project. It was found that there was a significant financial savings in the digitization of electronic reserves, yet the main goal was to better serve the remote user with enhanced access. Relevant screenshots and bibliography are included. M. Thomas.
Livingston, Helen. "Moving Toward the Online Library." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 24-27. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/du.pdf (in pdf format)
Deakin University Library has embraced the flexible delivery possibilities provided by electronic technologies. Students around Australia and the world can access the library's electronic resources utilizing the same tools made available to on-campus students. The technologies featured here are the Deakin Learning Toolkit CD ROM, which includes general use software as well as library tutorials; the Library's home page, which mirrors some of the content on the DLT and provides an intuitive interface; and the web catalog, designed in conjunction with the home page to provide integrated access to other electronic resources. B. Reiten.
Macauley, Peter and Anthony K. Cavanagh. "Doctoral Dissertations at a Distance: A Novel Approach From Downunder." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 221-230. Reprinted in Journal of Library Administration 32, no. 1/2 (2001): 331-346.
Recognizing a lack of information literacy skills in the increasing number of off campus Ph.D. and research degree students, the library at Deakin University is running a pilot program designed to meet this need. A liaison librarian partners with a student and their advisor, serving as an integral member of the research team. One goal of the program is that the librarian will be able to increase both the student's and the advisor's information literacy skills, in addition to supporting the off campus student in a one-on-one manner not previously offered. This pilot study is still ongoing, so only initial feedback data is available. B. Reiten.
McKnight, Sue and Jenny McCarthy. "Delivering Library Services to Remote Users: The Deakin Learning Toolkit." In Libraries Without Walls 3: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Library Association Publishing, 2000, 175-182.
The Deakin Learning Toolkit is a CD ROM developed at Deakin University by the campus Information Technology Services Division, the Library, and many other student support areas. This CD ROM contains software, tutorials, and informational content to support Deakin's distance learners. At the time this article was written, the Toolkit was in its second edition, which contains much-expanded library content. A brief overview of the non-library content on the disk leads into an in-depth discussion of the library resources in the Toolkit. These include some software, services for students' information, research skills tools, and access to the library's electronic forms. One advantage of the CD ROM distribution is that tutorials are able to be delivered to the users at the time of need, enabling distance learners to take more control of their learning. B. Reiten.
McBain, Ian and Tanya Rowe. "Help for Students and Profile for the Library: The WebCT Student Help Desk at Flinders University Library." In Information Online 2001: Digital Dancing: New Steps, New Partners: Proceedings of the 10th Australasian Information Online Conference & Exhibition, Sydney Convention and Exhibition Centre, 16-18 January 2001. Sydney: Information Specialists Division, Australian Library & Information Association, 2001, 252-257. Also online.
The Flinders University Library put in a proposal for funding to provide support to students using WebCT, the University's chosen course management system. With library staff as members of university and faculty committees, the Library was able to play a key role in the implementation of WebCT. No other group on campus was prepared to provide direct support to students. With additional funding, the Library deployed staff at different physical locations as well as providing a virtual service point. They also provided walk-in services during hours that the libraries are open. The library staff were able to handle the technical questions that arose as well as provide student orientation and training in the use of WebCT. Statistics on the number of training sessions and the kinds of questions answered concerning WebCT are included. I. Frank.
Nicolson-Guest, Belinda. The Meaning of Life: Meaningful Relationships in Lean Times. Paper presented at the 'Your Time, Your Place, Your Off Campus Library Service' Conference, Monash University, Caulfield Campus, Melbourne, Victoria, 4-5 February 2002. Available online (in pdf format)
The off-campus services librarian and information literacy coordinator describes her responsibilities, having been hired to take the position in 2000 at Griffith University's Mount Gravatt Campus. Taking advantage of existing technology to enhance dynamic library web pages, she developed information brochures available in both print and online formats, created self-directed tutorials and enhanced available electronic resources to the clientele. The librarian emphasizes the importance of establishing strong relationships through marketing library services proactively, outlining clear service parameters, maintaining open communications and working toward effective realistic alternatives to meet user expectations. In addition, she explains the importance of keeping statistics to help justify costs of providing resources and research time to accommodate the university's postgraduate and undergraduate populations. M. Thomas.
Clark, Judith. "An Integrated Online Learning Environment - What Does It Mean for the Library?" New Review of Libraries and Lifelong Learning 2 (2001): 79-93.
James Cook University is developing an "integrated online environment for teaching, learning and research." Utilizing the campus-wide adoption of Blackboard as a starting point, the university is creating the underlying architecture to enable seamless access to electronic information regardless of access point. This will incorporate traditionally library-based resources, such as databases, as well as locally developed resources, such as publication preprints. The driving objective of this long-term plan is "to manage access to information resources and to provide services that support users." The architecture needed for this integrated delivery concept is built upon several frameworks: policy, repositories, document control, resource discovery, delivery, and security. B. Reiten.
Porter, Susan. "Chat: From the Desk of a Subject Librarian." Reference Services Review 31, no. 1 (2003): 57-67.
The author reports on a trial chat reference service offered to off-campus nursing students at La Trobe University. The trial was held during March and April 2002 using LivePerson chat software. Three health sciences librarians staffed the chat service by leaving chat open whenever they were at a computer. Information collected included number of chat sessions compared to other modes of reference service, cost per chat session, length of chat sessions, ease of use of the software, etc. Librarians noted that chat was difficult to handle if high concentration on other duties was required. Also, three librarians with a myriad of other tasks were unable to cover all the hours that patrons might use the service. Chat provided an additional access point for some students, but the trial did not indicate that it was a necessary service. I. Frank.
Pearson, Kathryn. Unforseen Opportunity: Improved Services Migrate from Document Supply to Distance Education. Paper presented at the 8th Interlending and Document Supply International Conference, Canberra, Australia, 28-31 October 2003. Online. Available: http://www.lib.mq.edu.au/conference/liddas.html
The LIDDAS (Local Library Interlending and Document Delivery) Project was implemented by Macquarie University Library's in efforts to providing its distance education students library and information resources. This paper traces the development of the Australia University's implementation of the project. A brief history of the University is included, focusing on the library's innovative contributions toward ways to assist its remote users. VDX software was used to manage automated interlibrary loans and end-user searching. The author discusses Australia's current higher education climate and she recognizes funding and the challenge of serving distance education students as major issues. M.Thomas.
McCarthy, Jennifer Joan. "Integrating Library Services into the eLearning Environment at Queensland University of Technology." Australian Academic and Research Libraries 32, no. 3 (September 2001): 222-238.
Over the last few years, Queensland University of Technology (QUT) has responded to the changes in educational theory and information and communication technologies by revisiting its policies and formulating new ones. In 1998, QUT created a "Flexible Delivery Policy," specifically aiming to provide a learning environment that enables students to choose their time and place for study. The QUT library has used this university-wide document to aid the planning of its new "Statement of Purpose," which focuses on service design and delivery. The services have been broken down into Electronic - including home page structure, 24x7 service, home page content, and information resources; and Face to Face - including staffed service points, client focused training options, learning partnerships, and academic and library staff training. The library has begun to solicit client feedback to ensure the changes are moving in the correct direction. B. Reiten.
McCarthy, Jenny. "QUT Library's Support for Flexible Delivery: Integrated Planning for an Integrated Service." In Partners in Learning and Research: Changing Roles for Australian Technology Network Libraries, edited by John Frylinck. Adelaide: University of South Australia Library for Librarians of the Australian Technology Network, 2001, 57-76.
Described in this article are the Queensland University of Technology Library's efforts at providing to its distance education students a flexible and integrated learning environment. The Library's Strategic Plan illustrates its support for the University's commitment to distance teaching and learning through the provision of electronic information resources, online reserves, and access to a number of full-text electronic materials. Traditional services at the University's Branches are complemented by the use of technology, featuring the Library's electronic resources and services offered via the Web. An information literacy plan was also established, encouraging the promotion of partnerships between library liaisons and the teaching faculty. A number of staff development opportunities were initiated to ensure maintenance of up-to-date skills and knowledge. M. Thomas.
Young, Caroline and Judy Stokker. "Course Materials Database: Integrating Information Resources Into Online Teaching for Students at QUT." Australian Academic and Research Libraries 32, no. 3 (September 2001): 240-252.
The Queensland University of Technology (QUT) Course Materials Database (CMD) is an online collection of the materials professors use to support their courses. It brings together a number of previously scattered collections of material: library course reserve, departmental course reserve collections, e-reserve, past exam papers, and online teaching pages. Utilizing QUT's intranet and their online teaching pages (OTP) system, all courses offered now have at least a single OTP with links to the CMD. One goal of the developers of the CMD is to help the teaching faculty transition to using online teaching more effectively. This article, written by the CMD project leader, provides a detailed look at the development process. Some of the specific sections include discussions of "what we built," "what it replaces," project planning, risks and concerns, key success factors, and "what we have learned." B. Reiten.
Fletcher, Janet and Des Stewart. "The Library: An Active Partner in Online Learning and Teaching." Australian Academic and Research Libraries 32, no. 3 (September 2001): 213-221.
In 1998, Southern Cross University (SCU) decided to focus its energies on "designed for online" courses. As this was a shift from the prior institutional direction, specific project boards for each school were created and funded. These were made up of a number of experts from across the university, but did not include any librarians. While librarians were eventually approached to provide support for these courses, the campus library realized that, in order for the library to remain relevant in the newly developing environment, the library staff must be involved in course development from the outset. Thinking about the library's resources in different ways has lead to a shift in the library staff's relationships with the academic community at SCU. Library staff has become proactively involved in committees and projects, effectively "selling" their skills and expertise. At the same time the library's information literacy tutorials are integrated with online courses, library staff members are being seconded to projects, leading to even more adjustments within the library structure. B. Reiten.
Fletcher, Janet. "Designing the Library Home Page for Distance Education Learners." In Libraries Without Walls 3: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Library Association Publishing, 2000, 60-77. Reprinted in ASHE Reader: Distance Education: Teaching and Learning in Higher Education, edited by Lenoar Foster, Beverly L. Bower, and Lemuel W. Watson. Boston: Pearson Custom Publishing, 2002, 156-166.
As distance learning continues to expand into the online environment, the existence of a virtual library becomes more important. One of the most familiar ways to provide this is through the library's web presence. The library home page must be easy to use, providing clear access to the electronic resources available. This is especially important to distance learners who often cannot visit the physical library and who are likely to be non-traditional students. After performing a lengthy literature review on library web site design, Southern Cross University (SCU) librarians ran a focus group with 16 randomly selected distance learners. The results of this study informed the first round of changes to the SCU library home page. B. Reiten.
Bridgland, Angela and Patrick Blanchard. "Flexible Delivery/Flexible Learning - Does It Make a Difference?" Australian Academic and Research Libraries 32, no. 3 (September 2001): 177-191.
While the terms flexible delivery and flexible learning are being used a great deal, few who use them will offer definitions. This article offers definitions, as well as an extensive theoretical discussion of the concepts involved. These concepts include learning theory and collaborative learning, cultural sensitivity and inclusivity, the removal of barriers to learning, and development challenges and practical delivery issues. Beyond the theoretical, the authors also address the application of flexible delivery and flexible learning at the University of Melbourne, where the focus is more upon the "campus-based learning community," as opposed to on-line alternatives. In addition, the Percy Baxter Collaborative Learning Centre is used as an example of how flexible delivery resources may be offered and managed. B. Reiten.
Ransom, Sylvia. Project Self Help at the University of New England. Paper presented at the 'Your Time, Your Place, Your Off Campus Library Service' Conference, Monash University, Caulfield Campus, Melbourne, Victoria, 4-5 February 2002. Available online (in pdf format)
In an effort to teach information literacy skills to their distance learning students, the Access Services staff at the University of New England (UNE) Libraries launched a self-help program in 2001 which was conveyed to targeted students through a series of emails sent to their university email accounts. The entire self-help program consisted of a total of eight emails, copies of which are given in an appendix. Student responses to the first diagnostic email determined which of the follow-up emails each one received. An evaluation of the program is given along with plans for the future. A. Lawrence.
Austen, Gaynor, Janine Schmidt, and Philip Calvert. "Australian University Libraries and the New Educational Environment." Journal of Academic Librarianship 28, no. 1 (January-March 2002): 63-67.
Recent trends in the Australian university system, including the increase in online programs and the integration of student support services, have impacted libraries. To ensure that libraries do not become irrelevant in the online landscape, librarians are encouraged to lobby for the inclusion of information literacy concepts into the online curriculum. At a time when university teaching faculty are coming to accept the role of skills specialists in the process of course development, librarians are presented with an opportunity to promote their role as information content specialists. Increasingly librarians are joining other specialists, such as instructional designers and educational technologists, in comprising a course development team. A case study outlining the University of Queensland library's evolution to the Cybrary is presented. J. Markgraf.
Blumson, Liz, Noeleen Fleming, and Deborah Turnbull. UQL Cyberschool - Reaching Out For You! Paper presented at the 'Your Time, Your Place, Your Off Campus Library Service' Conference, Monash University, Caulfield Campus, Melbourne, Victoria, 4-5 February 2002. Online. Available: http://eprint.uq.edu.au/archive/00000804/01/accessarticle2_web.htm
The University of Queensland Library initiated its UQL Cyberschool outreach program in 1998 to help ease high school students' transition from high school to university. Partnering with IAC (the Gale Group), the University provides access and evaluation of online databases, technical support, and training and technical support for the high schools participating in the program. Potentially reaching over 100,000 school students at all Queensland high schools, the program enables those located in rural and isolated with equal access to the same online databases, assistance from UQL's librarians, and opportunities to enhance their information literacy skills. The Cyberschool program is well-received by the school community and there are plans for future additional outreach programs aimed at parents. M. Thomas.
George, Rigmor, Holly McCausland, and Dale Wache. "Information Literacy: An Institution-Wide Strategy." Australian Academic and Research Libraries 32, no. 4 (December 2001): 278-293.
The University of South Australia (UniSA) has taken the various theoretical and societal changes related to lifelong learning and information literacy and incorporated them into their current curricular plans. Using the desired outcomes laid out in their Statement of Graduate Qualities, UniSA has established the framework for curriculum reform where lifelong learning and information literacy are recognized as being discipline-specific as well as vital to the student centered approach they have adopted. The authors discuss various components of the campus implementation of these frameworks, including the creation of a database of best practices and resources that will serve as a learning resource for both the academic staff and the students. B. Reiten.
Luzeckyj, Ann. Helping Students Help Themselves. Paper presented at the 'Your Time, Your Place, Your Off Campus Library Service' Conference, Monash University, Caulfield Campus, Melbourne, Victoria, 4-5 February 2002. Online. Available: http://www.library.unisa.edu.au/about/papers/desig.htm
The Flexible Delivery Service staff of University of South Australia conducted a case study of the methods used in maintaining human factor in serving distance students, while ensuring delivery of information and encouraging information literacy opportunities. Technostress and information fatigue in older adults can be alleviated through a better-trained team of staff. The staff made efforts toward helping their adult learners acquire information literacy skills through modifying the web pages, the electronic forms, and acquiring knowledge through staff development workshops. M. Thomas.
Mcswiney, Carolyn and Stephen Parnell. "Transnational Expansion and the Role of the University Library: A Study of Academics and Librarians in an Australian University." New Review of Libraries and Lifelong Learning 4 (2003): 63-75.
As the University of South Australia has continued to expand its course offerings to offshore clientele, the information needs of that clientele have become more complex and demanding. In 2002 the University's library commissioned a report which was expected to act as a catalyst for the library and its activities, to make the University community more aware of the library's services, and to clarify the faculty's thinking on offshore education and their expectations of the library. Discussions were held between librarians and more than forty academics from the four Divisions of the University, focusing on the seven outcomes that the University has adopted for its graduates. It was agreed that parity of library services for all University students is of primary importance and that there should be a strong partnership between academics and the library. Strategic plans were made to support the graduate qualities. A. Lawrence.
Parnell, Stephen. Quality Assurance and an Expanded Role for the Library in Distance Education. Paper presented at the 21st ICDE Conference, Hong Kong, 18-21 February 2004. Online. Available: http://www.library.unisa.edu.au/about/papers/Parnell_ICDE2004.pdf (in pdf format)
Described in this article are the measures of quality assurance of the initiatives offered to distance education students served by the UniSA (University of South Australia) Library. The Library adheres to The International Organization for Standardization principles that distance students should be entitled to equivalent services as on campus students. Quality within the Library's The Flexible Delivery Service (FDS) is measured in an annual student survey to both on-campus and distance users. At the national and international level, the Australian Universities Quality Agency serves to ensure the provision of quality higher education to both on-campus and distance students. The Library strives to operate within the parent institution's framework of quality assurance and the University is dedicated to integrating quality library services into teaching and learning through an increased role in providing information literacy. M. Thomas.
Parnell, Stephen. "Ripple on the Pond: Libraries and Change in Distance Education." New Review of Libraries and Lifelong Learning 2 (2001): 29-46. Also online. Available: http://www.library.unisa.edu.au/about/papers/ripple.htm
The changes taking place in the information environment don't just affect the libraries that attempt to manage this change; they have a profound impact on teaching faculty as well as distance education. The expansion of distance education has challenged libraries to provide support for students and academics in new ways. So too, the expansion of online resources has changed the way faculty design their courses and their own information gathering techniques. Libraries and teaching faculties are having to rethink their interactions with each other, as well, as "libraries are influencing teaching and learning in more far-reaching and insidious ways." Some of the issues the author raises in this article are the lack of recognition for the role of libraries in distance education while the library is actively changing the environment distance education operates in; whether the primary selection criteria for online resources should be "likelihood of high use or reputation;" and the difference between studies of library reach as opposed to library impact. B. Reiten.
Parnell, Stephen. Drift Without Direction: How Information and Information Technology is Changing the Education Paradigm. Paper presented at the Conference 'Educause in Australasia 2001, The Power of 3,' Marriott Surfers Paradise Resort, Queensland, Australia, 20th - 23rd May 2001. Online. Available: http://www.library.unisa.edu.au/about/papers/drift.htm
The explosion of information and information technology is having a profound influence upon teaching and learning. Libraries and commercial information providers are transforming the academic environment through their choices of information and the services they make available. One of the most apparent shifts is from information sources chosen by one academic to support one particular course toward sources chosen by an entire department or by the library to support a wider part of the curriculum. Another is the trend toward information held and moderated outside the institution, rather than local resources. Changes in academic work are moving the role of the faculty away from that of the dispenser of knowledge to that of support for students' self-directed learning. In the midst of this, the need to reformulate the role of the library in education, especially distance education, becomes apparent. B. Reiten.
Firman, Elizabeth. Worth the Wait? Analysing LIDDAS for Off-Campus Library Service Delivery. Paper presented at the 'Your Time, Your Place, Your Off Campus Library Service' Conference, Monash University, Caulfield Campus, Melbourne, Victoria, 4-5 February 2002. Available online (in pdf format)
In 1998, the University of Southern Queensland (USQ) in Australia became one of six sites to implement the use of the Local Interlending Document Delivery Administration System (LIDDAS). LIDDAS was developed by Fretwell-Downing, a UK-based company, to improve interlibrary loan services, but the USQ library saw LIDDAS more as a way to improve services to its off-campus students. Although LIDDAS was not operational at the time of this paper, the author discusses anticipated advantages and challenges. Evaluation procedures will include annual student surveys. A. Lawrence.
McPherson, Madeleine. "Position or Purpose: Situating the Library in a Webbed World." Australian Academic and Research Libraries 32, no. 3 (September 2001): 165-176.
To serve distance students and others studying "flexibly," the library needs to integrate itself more fully with the other aspects of teaching and learning. By taking cues from the advances in the overall information environment, some useful ways to accomplish this can and are being developed. Just-in-time provision of library services, seamlessly integrated with the course content, is a powerful goal, and one that the author advocates. In addition, the author discusses a number of current library services and possible future incarnations for each. B. Reiten.
McPherson, Madeleine. "The Missing Link: Using Interlibrary Loan Management Software to Integrate Services to Distance Students." In Libraries Without Walls 3: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Library Association Publishing, 2000, 108-114.
The University of Southern Queensland (USQ) library has found what they feel to be the "missing link" in their services to distance learners: LIDDAS. USQ is a long-time distance education institution, with approximately three-quarters of their student body studying at a distance. Recognizing that time is the most valuable resource to a distance student, the library has formulated its services with that idea foremost. This focus has led the library to implement a number of integrated systems, with the most recent being LIDDAS, a new interlibrary loan management program that will allow their students to take control over their own information seeking and retrieval activities. B. Reiten.
Marrie, Gordon and Taisoo Kim Watson. "How We Serve E-Clients Over the Sea." In Seachange: Cataloguing in a Dot Com World: 14th National Cataloguing Conference Preprints, Geelong Waterfront Campus, Deakin University, 8-9 November 2001. Geelong, Vic.: Organizing Committee of the 14th National Cataloguing Conference, 2001, 102-107. Also online (in pdf format)
A case study of library services for "external students" (distance learners) describes the management of electronic collections at the University of Southern Queensland. An overview of the university delineates the dominant role of the distance education program (75% of all students) and the significance of overseas enrollment (4,500 in over 60 countries). In additional to "traditional" distance library services (including delivery of photocopies, email reference assistance, and web-based guides), the library has emphasized electronic resources in order to build collections appropriate for their users. Advantages of electronic collections noted include significant cost savings, increased usage, and remote access. Selection, cataloging, licensing, authentication, URL stability, and maintenance of holdings are highlighted as complex issues in the management of electronic resources. Cataloging decisions discussed include using multiple records for the same title, clarifying holdings information, including free web sources, adjusting URL's for proxy services, and the choice of MARC tags. The authors indicate their major concern was the sheer volume of titles included in e-resource collections, requiring the balancing of efficiency and thoroughness to provide timely and accurate cataloging of these essential resources. J Brandt.
Freeder, Daphne. "A Time for Review: The E-Library in Action." In Partners in Learning and Research: Changing Roles for Australian Technology Network Libraries, edited by John Frylinck. Adelaide: University of South Australia Library for Librarians of the Australian Technology Network, 2001, 28-42.
The University Library, University of Technology, Sydney established an e-mail based Ask a Question virtual reference system in 1999 and this article evaluates the service and its sustainability. The original idea was for librarians to take this on in addition to their other reference responsibilities, but later it was decided that library liaisons and staff members handle this as administrative duty. Clients complete an online form, and library liaisons and staff members check the e-mail several times per day, responding and routing questions to the appropriate personnel. The author states that work needs to be done regarding the monitoring and measurement of the service. At the time of publication, the library did not have authentication for university-affiliated users. The Library's goal is to respond to questions within one weekday; however success in this area depends upon the type of question asked and the time the question is received. A listing of typical questions is included. Certain technical barriers, such as incorrect e-mails, forgotten passwords/user names and firewall issues must also be dealt with. The UTS Library is also exploring the development of real time electronic reference, featuring web chat program, as well as the opportunities for training for such technological applications. M. Thomas.
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Ali, Muhammad Saadat. "The 'State-of-Library Services' in the Bangladesh Open University Library and an Action Plan for Future Development." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 1-7. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/bou.pdf (in pdf format)
Current and future services of the Bangladesh Open University Library are described in support of the University's 180,000 students scattered throughout Bangladesh. Founded in 1992, the Library has built a central collection of reference books; journals and periodicals; bound newspapers; special materials related to Bangladesh history and famous people; audio-visual programs produced by BOU's Media Division; and CD ROM's. Future plans include network development for Internet access and CD-ROM networking, interlibrary loan, BOU web site, book mobiles, computer-based cataloguing and circulation systems. Radio and television broadcasting, video and audiocassettes, book mobiles, and teleconferencing are highlighted as strategies particularly useful for making library services available at a distance. S. Tschabrun.
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Oladokun, Olugbade S. "The Practice of Distance Librarianship in Africa." Library Review 51, no. 6 (2002): 293-300.
The paper describes the inadequacy of education inherited in the continent of Africa at independence, and the desire of various governments to improve educationally the lot of people living there. This gave birth to the obvious option of distance learning. Unfortunately, the economic downturn affected appropriate funding of education and the provision of resources, including library resources. The result is that, except for a handful of university libraries, library support service is almost non-existent. The author talks about some of the universities in Africa where a distance learning mode has been adopted and concludes with some suggestions on what could be done to alleviate the problems of distance learners in the continent. F. Devlin.
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Johnson, Kay, Houda Trabelsi, and Tony Tin. "Library Support for Online Learners: e-Resources, e-Services, and the Human Factors." In Theory and Practice of Online Learning, edited by Terry Anderson and Fathi Elloumi. Athabasca, Alberta: Athabasca University, 2004, 349-365. Online. Available: http://cde.athabascau.ca/online_book/ch14.html
Written as part of an electronic book describing the online learning environment at Athabasca University, and designed to help students understand why services are offered the way they are, this chapter outlines the theory and practice of providing library support to distance learners. The authors begin with background information by way of the CLA and ACRL guidelines for library support to distance learners, and go on to touch upon the major components of modern library support in this environment. After acknowledging the fact that the majority of the world’s information is not available digitally, and addressing the ramifications of this reality when supporting distance students, the chapter goes on to discuss how reference and instructional services are handled in distance education. Keeping in mind the primary audience, each section includes links to examples at Athabasca University. The chapter concludes with a nod to “the most important determinants of the success of the virtual library” - people - by addressing the importance of partnerships and collaboration. P. Pival.
Magusin, Elaine and Kay Johnson. "Collaborating on Electronic Course Reserves to Support Student Success." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 189-195. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 255-264.
A home-grown electronic reserves module (The Digital Reading Room, or DRR) to support distance students at Athabasca University has been in place since 2002, after the library decided it needed something more flexible than the vendor-supplied product they had been using. After an initial pilot, the DRR has become established as gateway to digital resources, both through the library's databases and material provided by the teaching faculty. Very little material that needs to clear copyright is included in the DRR, though document delivery requests for required or suggested readings are handled through this system. Benefits to students are discussed, as is the boon to information literacy provided by the simple boost in awareness of library resources provided by the DRR. P. Pival.
Magusin, Elaine, Kay Johnson, and Tony Tin. Library Services: Designing the Digital Reading Room to Support Online Learning. Paper presented at Distance Learning 2003: The 19th Annual Conference on Distance Teaching and Learning, August 13-15, 2003, Madison Wisconsin. Available online (in pdf format)
Athabasca University developed its Digital Reading Room (DRR) as an interactive, integrated approach to providing distance learners with required and supplementary course materials in a variety of formats. A collaborative effort among librarians, faculty and educational media developers, the DRR is a repository for course reserve readings as well as learning objects. The DRR is part of the larger Digital Reference Center (DRC), which includes an online reference collection and subject guides developed collaboratively by librarians and faculty. Advantages of having faculty participate in the creation of subject guides include the subject expertise that they bring to the project and the increased propensity of faculty members to use and promote a resource that they helped develop. Librarians integrate information literacy resources and instruction into the subject guides. J. Markgraf.
Pival, Paul R. and Kay Johnson. "Tri-Institutional Library Support: A Lesson in Forced Collaboration." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 257-263. Reprinted in Journal of Library Administration 41, no. 3/4 (2004): 345-354.
Library support to a tri-institutional Masters in Applied Psychology is discussed. Libraries at each of three institutions in Alberta provided a different aspect of support for the students in this large program, including document delivery, electronic reserves, and collection development. The institutions were Athabasca University, University of Calgary, and University of Lethbridge. Startup trials and tribulations are examined, as are technological and legal hurdles that were faced, including distributing ID cards to allow remote access to databases at all three institutions. The future of this program will include expansion into areas not currently supported by any of the libraries. P. Pival.
Schafer, Steve. "Library Services at Athabasca University: Change the Same." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 28-33. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/canada.pdf (in pdf format)
Athabasca University, based in Athabasca, Alberta, is Canada's "open university." Having focused on distance education since 1970, enrollment is rising as people embrace the concept of lifelong learning. The Library has always been an important part of the services offered to students. Through a series of three focus groups held in 1997, the Library gained user feedback, which is helping them move their services into the electronic realm. The author provides an overview of the services offered by the Athabasca University Library, then and now, as well as touching on those things, which haven't changed much, if at all. B. Reiten.
Wheeler, Justine and Leslie Fournier. "Working in the Asynchronous Environment: Two Case Studies." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 283-291. Reprinted in Journal of Library Administration 32, no. 1/2 (2001): 425-438.
Through the use of two very different case studies, the authors provide an overview of librarians and asynchronous learning support. At the University of Calgary, the librarian has become an integral part of the Master of Continuing Education online courses, taking part in course chats as well as hosting their own section within the course. This close contact allows the librarian to offer point-of-need assistance to the students. Node Learning Technologies Network serves as an online community for distance learning librarians, providing a support community of fellow practitioners as well as resources for student support. B. Reiten.
Croft, Rosie and Shailoo Bedi. "eBooks for a Distributed Learning University: The Royal Roads University Case." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 85-103. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 113-137.
Royal Roads University (RRU) is in British Columbia and received a provincial mandate in 1995 to offer undergraduate and graduate degrees to mid-career professionals. The school selected programs to offer, based on the needs of the market. The library followed the lead of the university by focusing on lifelong learning and student-centered delivery and support. The library started with a small print collection to which the librarians have added both print and electronic books thereby tailoring the collection to support the new academic mission of the university. The library began its electronic book collection in April 2000 and has added numerous titles from NetLibrary, ebrary, and ITKnowledge (ceased in February 2001). The library staff has spent a significant amount of money to add the these electronic books to the collection and decided to survey users to see if these books are being used and by whom; whether the users prefer using NetLibrary, ebrary, or print books; and if the books satisfy the needs of the clientele. The librarians involved in the online survey asked students eleven questions and added one more for the faculty. The article includes the questions and breaks up the responses by student, faculty, and department, if appropriate. The authors include findings some of which were expected and others were a surprise. The authors also set goals based on the unmet needs they discovered from the survey. E. Onega.
McFarland, Dana and Susan Chandler. "'Plug and Play' in Context: Reflections on a Distance Information Literacy Unit." Co-published simultaneously in Journal of Business & Finance Librarianship 7, no. 2/3 (2002): 115-129, and Library Services for Business Students in Distance Education: Issues and Trends, edited by Shari Buxbaum. New York: Haworth Press, 2002, 115-129.
Recognizing the need for information literacy instruction to be tied to the relevant point in a student's learning career, the Royal Roads University Library has created an information literacy unit designed to integrate with established research courses. It took several iterations of the course, delivered first in print and then via the web, before the library and the faculty established a successful formula for administering the unit. Initially, the intention was for the faculty member to deliver the content and administer the unit, with the library serving in the traditional support role. It was soon found that the faculty didn't feel comfortable with the unit, which eventually led to the hiring of a dedicated librarian-lecturer who runs the information literacy unit in each course. In three of the four programs where the information literacy unit has been implemented, the unit has been integrated with the other course elements. In the fourth, it has been relegated to "recommended reading." The authors discuss the difference between interactions with students in this fourth program as opposed to those in the other three. The library has sought feedback from all participants in this program - the librarian-instructor, the faculty, the students, and the librarians - and is using this to help guide further development of the "information literacy learning spiral" they are creating. B. Reiten.
Lowe, Wendy and Richard Malinski. "Distance Learning: Success Requires Support." Education Libraries 24, no. 2/3 (2000): 15-17.
By looking at distance learning support from the viewpoint of student needs, Ryerson Polytechnic University (RPU) has developed a collaborative method for meeting those needs. Using the library as their example, the authors describe how RPU is coordinating services between the technical, administrative, and academic sides of the university. B. Reiten.
Matheson, Arden. "Research Note: Research Services for Distant Learners: The OLADE Project." Online Information Review 25 no. 5 (2001): 321-325.
OLADE, the Latin American Energy Organization (Organizacion Latino Americana de Energia), is an international agency aimed at promoting the development, conservation and rational use of energy resources in Latin America and the Caribbean. In 1997, the University of Calgary began offering a Masters of Science degree program in energy and the environment in Quito, Ecuador, to train professionals to assist OLADE in fulfilling its mandate. The University of Calgary Library believes that distance students should have the same access to electronic databases, research materials and document delivery as on-campus students. The author describes how, through technology and the Internet, these information resources were made available to the off-continent students enrolled in the program. Through direct Web connections and instruction using CD-ROM presentations, access to full-text and index databases, e-mail, research resources and document delivery was effectively provided. F. Devlin.
Matheson, Arden. Research Services for Distant Learners: The OLADE Project. Paper presented at the ACRL 10th National Conference: Crossing the Divide: Denver, Colorado, March 15-18, 2001. Available: online (in pdf format)
Providing remote access to library services and resources can be problematic at short range; when crossing continents, it can be daunting. The partnership between the University of Calgary and OLADE (the Latin American Energy Organization) shows that these difficulties can be overcome through the intelligent use of technology and a willingness to learn from less successful attempts. The head of the University of Calgary's business school library, the Management Resource Centre (MRC) provides a history of the collaboration. While the MRC has taken the lead in provision of library services, OLADE has an on-site library. The balance of front-line support has gradually moved from the MRC to the OLADE librarian as they became more comfortable with the resources provided by MRC. The technology used to provide library services to the students in Quito, Ecuador has changed over the course of the program, as well. The most recent innovation is moving to true distance delivery of library and information literacy instruction. B. Reiten.
Pival, Paul R. and Kay Johnson. "Tri-Institutional Library Support: A Lesson in Forced Collaboration." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 257-263.
Library support to a tri-institutional Masters in Applied Psychology is discussed. Libraries at each of three institutions in Alberta provided a different aspect of support for the students in this large program, including document delivery, electronic reserves, and collection development. The institutions were Athabasca University, University of Calgary, and University of Lethbridge. Startup trials and tribulations are examined, as are technological and legal hurdles that were faced, including distributing ID cards to allow remote access to databases at all three institutions. The future of this program will include expansion into areas not currently supported by any of the libraries. P. Pival.
Wheeler, Justine and Leslie Fournier. "Working in the Asynchronous Environment: Two Case Studies." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 283-291. Reprinted in Journal of Library Administration 32, no. 1/2 (2001): 425-438.
Through the use of two very different case studies, the authors provide an overview of librarians and asynchronous learning support. At the University of Calgary, the librarian has become an integral part of the Master of Continuing Education online courses, taking part in course chats as well as hosting their own section within the course. This close contact allows the librarian to offer point-of-need assistance to the students. Node Learning Technologies Network serves as an online community for distance learning librarians, providing a support community of fellow practitioners as well as resources for student support. B. Reiten.
Pival, Paul R. and Kay Johnson. "Tri-Institutional Library Support: A Lesson in Forced Collaboration." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 257-263.
Library support to a tri-institutional Masters in Applied Psychology is discussed. Libraries at each of three institutions in Alberta provided a different aspect of support for the students in this large program, including document delivery, electronic reserves, and collection development. The institutions were Athabasca University, University of Calgary, and University of Lethbridge. Startup trials and tribulations are examined, as are technological and legal hurdles that were faced, including distributing ID cards to allow remote access to databases at all three institutions. The future of this program will include expansion into areas not currently supported by any of the libraries. P. Pival.
Black, Nancy E. "Going the Distance: Library Service for the Distant Student." Feliciter 50, no. 4 (2004): 159-160.
One professional librarian and several support staff make up Regional Library Services for the University of Northern British Columbia (UNBC). The program and Librarian are well integrated into the entire regional services model, allowing the Librarian to be a strong advocate for services to distance students. Positive and helpful attitude and a strong service model are held up as reasons for success and several kudos from distance students are included. P. Pival.
Black, Nancy E. "Emerging Technologies: Tools for Distance Education and Library Services." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 29-38. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 45-59.
Rather than attempting to offer distance education worldwide, the University of Northern British Columbia (UNBC) has focused instead on providing high quality distance education and support to its region (a region the size of Germany). As a new institution, UNBC has been able to include distance learning support within the development of all library services, rather than having to change existing ones. In addition to a discussion of the library services provided to distance learners, the author gives an overview of the use of technology at UNBC to deliver both the academic and library support components of distance education. Working together - collaboration between all members of the university - is vital to the success of distance learning, and is the strong part of what makes their library support successful. B. Reiten.
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Ferguson, Anthony W. Chinese Television University Library Resources and Services. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Ferguson.htm. Also published in Collection Management 26, no. 4 (2001): 43-57.
In 2000, the author interviewed and administered written surveys to students, teachers, librarians, and university administrators at the Chinese Television University (TVU) libraries. A description of TVU libraries is also provided. The TVU librarians were surveyed regarding the adequacy of acquisitions funds, public services, library staff preparedness, technical services, and libraries as places. All stakeholders were asked about the perceived importance of TVU libraries; the factors limiting the use of TVU libraries and the relative importance of building stronger libraries. The findings are summarized. These issues are placed in the broader context of the challenges facing education, and particularly distance education in China. J. Wheeler.
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Chan, Annie. Providing Library and Information Services for the Visually Impaired: The Experience of the Open University of Hong Kong Library. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Chan.htm
The Open University of Hong Kong (OUHK) was started in order to provide distance education opportunities. The OUHK has offered support for students whose mobility, hearing or vision is impaired. The University's E-Library is described. The E-Library includes electronic databases, an e-text centre, an online reserve collection, web links, the provision of interlibrary loan, and user support services. An overview of the support services available from the OUHK for students with disabilities is given. Web accessibility for the visually impaired, as it relates to the E-Library, is then discussed including technical and administrative issues and web page design considerations. J. Wheeler.
Wong, Wai-man. "Electronic Library Services for Distance Learners - Its Developments in the Open University of Hong Kong." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 82-85. ERIC ED 438 832.
In 1997, the Library of the Open University of Hong Kong (OUHK) raised significant funds to create an Electronic Library. These resources have been spent on providing remote access to library resources, purchasing 1,000 new electronic databases or titles, acquiring software to enable students to access the library's large CD-ROM library remotely, digitizing of reserve materials, internet access to the library catalog, instructional videos on demand, and a common English/Chinese user interface. The library has also entered into an agreement with the Hong Kong public libraries system to make OUHK resources available through those libraries' workstations to OUHK students. In the future, the library plans to expand its digitization of materials, make use of broadband networks for remote access, and develop more training classes and surveys for OUHK students, many of whom remain unaware of the existence of library services. S. Tschabrun.
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Saroja, G. "Information Resource Centres in Distance Education." University News (New Delhi) 39, no. 38 (September 17-23, 2001): 8-10.
Information resource centers should supplant traditional libraries so as to better support learning at the ten Open Universities in India, whose large enrollment makes the transformation of such libraries crucial. Such centers mediate between learners and the information and knowledge they need. To transform themselves, the centers must convert library resources into electronic, networked resources accessible through user customized web sites and provide round the clock reference assistance. As the first Open University in India, the Dr. B.R. Ambedkar Open University and its Central Library is described with a focus on the steps the University has taken to become such an information hub. S. Tschabrun.
Sharma, Lalit and I.V. Malhan. Library and Information Needs and Problems of IGNOU Students of Jammu Region. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Sharma-malhan.htm
Courses at the Indira Gandhi National Open University (IGNOU) often require students to collect information and consult the Library. Due to the hours the regional central libraries are open, some students face difficulties in accessing library and information support services. A study was conducted to determine the information needs and problems of students. An account of the findings is provided. Based on the study it is suggested that the IGNOU library system should become more interconnected, a document supply service should be offered, and agreements with other university libraries and public libraries should be explored. J. Wheeler.
Roy, S. P. Library Services to the Learners of ICDEOL. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Roy.htm
A list of steps that would improve outreach to distance learners is provided. A discussion on the difficulties facing distance students in India, particularly those in underprivileged areas, is also undertaken. J. Wheeler.
Singh, B. K. Library Services to Distance Learners: A Study of Kota Open University. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/BK%20Singh.htm
A discussion of the research surrounding the needs of distance learners is presented. The methods of providing library and information services for students at a distance in developed and developing countries are outlined. Based on published research, the needs of distance learners are categorized as: the need for materials and facilities, information services, and user services. The focus of the article then shifts to the library services and resources offered to students at the Kota Open University in India. A detailed profile of the University is also provided. J. Wheeler.
Jindal, S. K. Outreach Library Services in Distance Education. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Jindal.htm
The challenges in providing adequate library services to students at the Maharishi Dayanand University are described. These challenges include a lack of funding for library services, and a lack of access to libraries for distance students. Recommendations for improving library services are offered. J. Wheeler.
Navalgund, C. U. and Pushpa Kadam. Library Services to Distance Learners: An NLSIU Experience. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Navalgund.htm
A description of the library for the National Law School of India University (NLSIU) is given. This description includes a history of the school, library statistics, a listing of the electronic resources available in the library, a review of the library services offered, and the impact of information technology on the library. Distance education programmes offered by NLSIU are then listed along with the teaching methods for these programmes and the evaluation scheme of the courses. Finally, the services to distance learners are reported along with suggestions and recommendations on how these services could be improved. J. Wheeler.
Malhan, I. V., R. R. Sharma, and Desh Bandhu Sharma. "Quality Library and Information Services for the Distance Education Students." In Quest for Quality: Strategies and Applications in Library and Information Services: ILA Seminar Papers, 46th All India Library Conference, Ahmedabad, 3-6 January, 2001, edited by S. M. Dhawan and Kanwar Prem. Delhi: Indian Library Association, 2001, 501-507.
Interest in library services and other student support services to distance education learners has increased as India strives to make higher education available to all those who want it. Electronic media and information technologies have made distance education possible. A survey of distance students at the University of Jammu's Directorate of Distance Education found that most students used the Directorate's library, but that many felt that the library's biggest problem was a lack of reading and study space. They also reported insufficient copies of textbooks and a desire to have more resources circulate. The students were prepared to pay fees for a reading facility, access to information services organized through the Directorate, and delivery of photocopies of library material to their homes and offices. A majority of students would like electronic delivery of information, even though they reported they did not have computers. S. Tschabrun.
Sharma, Ram Rattan. DDE and Library Services, University of Jammu: A Profile. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Sharma-ram%20ratan.htm http://www.ignou.ac.in/aaou-pre/Sharma-ram%20ratan.htm
An overview of the services and resources available to University of Jammu students is given. Emphasis is placed on the role of the Directorate of Distance Education, which oversees non-traditional education. The Directorate has established study centres and a Library, however there are many challenges facing distance learners who wish to access the Library. A list of challenges is presented along with a list of recommendations and suggestions for improving library services. J. Wheeler.
Shewale, Madhukar. Status of LARC and its Activities - YCMOU Scenario. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Shewale.htm
The services and resources available from the Library and Resource Centre (LARC) for the Yashwantrao Chavan Maharashtra Open University (YCMOU) are presented. The academic programmes and organizational structure of YCMOU are described. Next the services, resources, and recent changes in library automation at LARC are outlined. Finally, the problems facing the LARC are mentioned along with a list of the future plans of the LARC. J. Wheeler.
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Wahyono, Effendi. Make Library be More Accessible: Efforts of the Indonesian Open Learning University Library on Giving Services to the Users. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Effendi.htm
The students of the Indonesian Open Learning University (Universitas Terbuka-UT) are geographically dispersed and often reside in remote areas. To effectively meet the needs of the students, UT has implemented various information and communication technologies. This includes the creation of an e-library. The challenges in offering library services via the Internet are discussed. J. Wheeler.
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Oladokun, Olugbade S. "The Practice of Distance Librarianship in Africa." Library Review 51, no. 6 (2002): 293-300.
The paper describes the inadequacy of education inherited in the continent of Africa at independence, and the desire of various governments to improve educationally the lot of people living there. This gave birth to the obvious option of distance learning. Unfortunately, the economic downturn affected appropriate funding of education and the provision of resources, including library resources. The result is that, except for a handful of university libraries, library support service is almost non-existent. The author talks about some of the universities in Africa where a distance learning mode has been adopted and concludes with some suggestions on what could be done to alleviate the problems of distance learners in the continent. F. Devlin.
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Hamid, Kamariah Abdul. "Meeting the Information Needs of Distance Learners: The UPM Experience." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 16-21. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/upm.pdf (in pdf format)
The experience of the Universiti Putra Malaysia (UPM) in the field of distance education is described, starting with background information on the university itself and the Institute for Distance Education and Learning (IDEAL), which enrolls 8,700 of UPM's 35,000-person student body. The UPM Library has customized all of its main services to accommodate distant learners, including providing a liaison librarian, loan services, reference services, an information search service, interlibrary and document delivery services, information literacy, and access to local Malaysian and foreign online databases. The history of computerization at the UPM Library since its beginnings in 1979 is outlined. Future plans include an increase in the number of online databases, digitization of UPM publications, including theses, and technology upgrades, all with the goal of making the digital library a reality. S. Tschabrun.
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Ah-fat, Pitt-Fong. "National Resource Centre of the Mauritius College of the Air." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 22-23. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/mca.pdf (in pdf format)
The Mauritius College of the Air has as its mission to produce educational audio-visual productions and run distance education courses. The resource center must deliver two distinct types of service as a result. On the one hand, it functions as a media library that lends, copies, and sells the educational media it produces to other organizations, while on the other hand it provides traditional academic library services to its lecturers, tutors and students. Distance education students are served through a separate Study Centre. Plans are in the works for a new building, which will receive more distance education-related staff and resources. S. Tschabrun.
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Schnell, Hayley. "Bending Over Backwards: A Flexible Library Service." In Open, Flexible and Distance Learning: Challenges of the New Millennium: Collected Papers from the 14th Biennial Forum of the Open and Distance Learning Association of Australia. Geelong Victoria: Deakin University, 1999, 445-448.
The librarian at Auckland College of Education (ACE) provides a description of the College's efforts at delivering flexible learning library services to its off-campus students. At the time of the article's writing, a few problems with the with the program's library services were indicated. For example, at times, there were some difficulties and delays in the provision of recommended course materials. In addition, the library did not yet offer the catalog and databases via Internet. The lack of self-directed tutorials meant student dependence upon the library staff to execute searches, locate needed information and make decisions about information, which impinged upon the library staff's workload and conflicted with library ideals of fostering information literacy and independent learning. Additional problems arose when modules of the program were extended to additional local towns. Focus Groups were established to help implement some helpful changes. Professional librarians offered students valuable on-campus user education sessions. The library extended its Saturday hours and added additional staff for user education on Saturdays. M. Thomas.
Mann, Sandra. "The Library of the Open Polytechnic of New Zealand." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 43-45. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/opnz.pdf (in pdf format)
As part of the ICDE Librarians' Roundtable, the author provides a recent history of the Open Polytechnic of New Zealand's Library. The Open Polytechnic is the only post-secondary institution in New Zealand to solely provide distance education courses. The Library has evolved alongside the institution since 1991, when the Open Polytechnic began to provide degree-level programs. Prior to this point, the Library was a very small unit providing support only to the teaching staff. As the Open Polytechnic's programs have developed, the Library has increased in size, staffing, and service roles. It now provides students with document delivery, information literacy, and course support services. The paper ends with a look forward and includes some ways they are hoping to make the Library a valuable part of the Open Polytechnic's services in the future. B. Reiten.
Perrone, Vye Gower. The Changing Role of Librarians and the Online Learning Environment. Paper presented at "Distance Education: An Open Question?" an international conference sponsored by the University of South Australia in conjunction with the International Council for Open and Distance Education (ICDE) held at the University of South Australia, Adelaide, Australia, 11-13 September 2000. Online. Available: http://www.unisanet.unisa.edu.au/cccc/papers/refereed/paper34/Paper34-1.htm
In order to promote information literacy and provide library service, librarians at the University of Waikato in New Zealand served as Information Coaches for several different online classes. Information coaches reviewed research outlines, provided personal feedback to students, and monitored course discussions. With access to course readings, lectures, and discussion, librarians expanded their roles within a course and enhanced their ability to address information literacy skills. Factors that contributed to the success of the information coaches include specific research assignments for the students, participation in class discussions, including course instructors in communications, and developing a relationship with the course instructors. J. Brandt.
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Anday, Audrey G. UP Open University Library: Towards Increasing Access to Learning Resources. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Anday.htm
Since its inception in 1995, the University of the Philippines Open University (UPOU) has grown from offering six degree programs to 17 degree programs. The objectives of the UPOU and the means by which UPOU delivers its self-study courses are stated along with the mission and vision of the UPOU Library. Seven points to be considered in the development of distance library resources are outlined. These points revolve around: providing an integrated library system, library operations, developing an education technology collection, digitizing support materials, access and use of collections, and computer network resources. J. Wheeler.
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Ananieva, Vera. "Current Position and Perspectives of the Fundamental Library of St. Petersburg State Technical University." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 49-51. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/ststu.pdf (in pdf format)
The steps taken by the Fundamental Library of the St. Petersburg State Technical University--one of the oldest and largest Russian technical universities--to move traditional library services in an electronic direction are cataloged. Starting with the implementation of the online catalog in 1994, the Fundamental Library has gradually developed new services including internet connectivity (1995); Z39.50 connectivity in Russia (1996); full-text databases in Russian; electronic document delivery; participation in OCLC (1998); a shared union catalog of grey literature (1999); the opening of a Internet Center (1999) and a training course of librarians in northwestern Russia. The library's plans to expand electronic access are currently hindered by the financial problems besetting all Russian universities due to the acute economic problems plaguing Russia. S. Tschabrun.
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Erasmus, Sandra. "Information Literacy and Distance Education: The Challenge of Addressing the Lack of (Basic) Information Skills in a Lifelong Learning Environment: A Case Study." Mousaion 19 no. 2 (2001): 15-22.
At the heart of the Technikon Southern Africa's mission is the development of lifelong learners. To advance this goal, the Gold Fields Library and Information Centre (GLIC) has implemented a three-year information literacy project for the Technikon's 65,000 students scattered throughout Southern Africa. This User Education Project targets three levels of users (novice, intermediate, and advanced research) with materials and education opportunities such as comic book-like booklets, guides, pamphlets, library training sessions, posters, faculty one-day workshops, pre-registration assessment of information skills, and participation in a work group of the GAELIC consortium. Future plans are designed around meeting unmet challenges such as the lack of support from academics, different skills levels of the students, lack of an electronic training facility, among other problems. S. Tschabrun.
Henning, J. C. The Challenges of Flexible Delivery Education for Information Services. Paper presented at FORUM 2001: An Education Odyssey: Issues in Open Flexible and Distance Learning: 15th Biennial Forum of the Open and Distance Learning Association of Australia (ODLAA), 24-27 September 2001, Sydney, Australia. Available online (in pdf format)
Collaborative learning and teaching replaces individual instructors with learning facilitation teams and shifts the control and responsibility of learning to the student. There is also a shift from contact and distance education to flexible learning and this shift is being assisted by an expanding use of technology. Information and library services play an important role in the success of flexible distance education programs. International standards for distance education library services are based on the principle that the originating institution is responsible for providing services and resources to distance education students that are equivalent to those available to on-campus students. Appropriate training to develop information retrieval and management skills needs to be incorporated into the learning process for students to be successful in their studies. Information and library services at Technikon SA are examined as an example of how to provide library services and meet research requirements for both on-campus and distance education students. S. Heidenreich.
Venter, Erlanda. "Greetings From the Rainbow Nation of South Africa." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 63-66. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/sa.pdf (in pdf format)
South Africa has experienced positive changes since 1990, but there remain many challenges. Electronic delivery of education to the large numbers of South Africans who do not have good access to face-to-face education is the goal of the Technical College of South Africa (TECHNISA), which is the only state-funded technical college in South Africa devoted solely to distance education. TECHNISA provides education from the Adult Basic Education and Training level to the N6 Diplomas. The library, located in Randburg, Johannesburg, has been underfunded due to the fact that few students can get to it. Electronic delivery of materials through centers where learners can access study materials-- and distance learning more generally-- are cost effective methods of getting education to the people. S. Tschabrun.
Jabane, Nyameka Memani. "Establishing a Satellite Library Service for Distance Learners: The Example of Kokstad." In Adelaide 98, Pathways to Knowledge: Australian Library and Information Association 5th Biennial Conference and Exhibition, 25-28 October 1998, Adelaide Convention Centre: Conference Proceedings. Canberra: Australian Library and Information Association, 1999, 329-332.
The Distance Education Project of the University of Fort Hare in South Africa was begun to address the needs of primary grade school teachers who needed to upgrade their teaching skills. A partnership was established between the Eastern Cape Provincial Department of Education and the Distance Education Project. This would allow teachers to continue working at their present positions while continuing their own education. To provide face to face sessions or tutorials, satellite centers were established in the Eastern Cape Province. Library service via postal service was not a feasible option for students at these centers due to the remote areas involved and the varying levels of postal delivery service. To provide the distance learners with library services resource centers were established at the satellite centers. At the Kokstad center, which has more than 50% of the students in the program, a full time librarian was hired to provide service to the distance learners as well as the surrounding community. This center has materials and computers available and provides orientation sessions to the students and community users. S. Heidenreich.
Boon, J. A. (Hans), Theo J. D. Bothma, and Johannes C. Cronjé. "E-learning and e-libraries - Quo vadis?" IATUL Proceedings (New Series) 11 (2001). Available online.
Academic libraries have not yet fully risen to the challenge of transforming themselves to support e-learning, argues the author. The contention is made that libraries continue to allocate the majority of their time to traditional activities such as selecting, organizing, indexing and retrieving information. The author suggests that to adequately support e-learning, e-libraries should increasingly be emphasizing value-added activities such as analyzing, synthesizing, interpreting, customizing and repackaging information. Using the University of Pretoria as a case study, examples of e-learning programs and the library's support of them are presented. Strategic challenges to the e-library posed by the coming-of-age of e-learning are outlined. J. Markgraf.
Fourie, Ina. "The Use of CAI for Distance Teaching in the Formulation of Search Strategies." Library Trends 50, no. 1 (Summer 2001): 110-129.
The experience of the Department of Information Science at the University of South Africa (Unisa) in developing a CAI (computer assisted instruction) tutorial to teach online searching is outlined, with particular emphasis on the planning phase. After discussing the characteristics of distance teaching, such as the geographical separation of teacher and students and the need for students to work independently, CAI benefits and disadvantages are sketched out. Such benefits include interactivity, immediate feedback, branching, drilling and practice, the self-paced nature of the instruction, and the ability to provide simulations and assessments. It was found that CAI was particularly useful as preparation for an in-person workshop to teach practical online searching. The planning model used to develop the CAI tutorial included a needs assessment, situation analysis, the analysis of learning content, learners, and available technology, the formulation of outcomes, and performance assessment. Student evaluations of the tutorials were both positive and helpful in suggesting revisions. The article includes a lengthy bibliography on CAI design and the evaluation instrument used to gather student feedback data is available in the appendix. S. Tschabrun.
Kunneke, Cathy. The Library of the University of South Africa's Marketing Voyage of Discovery Through Conventional Marketing Channels and the Internet. Paper presented at the IATUL Conference 'The Future of Libraries in Human Communication,' Technical University of Crete, Chania, Greece, 17th May - 21st May, 1999. Online. Available: http://www.iatul.org/conference/proceedings/vol09/papers/kunneke.html
The University of South Africa (Unisa) Library engaged in a re-engineering exercise in 1998 to ensure its institutional survival in the 21st century. Using the technique of 'strategic enterprise modeling', the library discovered that web-based services outranked other services and that the library would have to adopt a commercial attitude with a customer-focused marketing plan. Marketing is viewed not so much as selling a product, but rather as a means for the library to make informed choices about which services current and potential customers need. Proactive interaction of staff with customers is the main bridge between the organization and the customers. The growth of the Internet has created a new environment both for the delivery of library services and their marketing. The Unisa Library's marketing plan is described, including target markets; marketing the hybrid library to current students and potential fee-paying customers in the business and legal sectors; communication strategies using conventional publications; and a discussion of potential web-marketing tools, ranging from the use of gateway advertising, customer communication using email and chat, banner ads, web page counters, directory listings, e-commerce, and intranet communication for 'internal marketing' to staff. S. Tschabrun.
Oladokun, Olugbade S. "The Practice of Distance Librarianship in Africa." Library Review 51, no. 6 (2002): 293-300.
The paper describes the inadequacy of education inherited in the continent of Africa at independence, and the desire of various governments to improve educationally the lot of people living there. This gave birth to the obvious option of distance learning. Unfortunately, the economic downturn affected appropriate funding of education and the provision of resources, including library resources. The result is that, except for a handful of university libraries, library support service is almost non-existent. The author talks about some of the universities in Africa where a distance learning mode has been adopted and concludes with some suggestions on what could be done to alleviate the problems of distance learners in the continent. F. Devlin.
Kabamba, Juliano M. "Distance Education and Library Resources at Vista University: From Unplanned Growth to a Visionary Package." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 52-58. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/vu1.pdf (in pdf format)
Founded in 1982, Vista University is the largest of the historically black universities in South Africa, which--like similar institutions that serve less accessible rural and underdeveloped areas in South Africa--suffer from a chronic lack of infrastructure and resources. Prior to 1998, the library had ignored the needs of the approximately 40% of the student body, physically located at eight campuses in three South African provinces, enrolled in Vista University's distance education program. This program was based on the correspondence model and served over 10,400 students by 1999. The steps the library has taken to begin to address the disparities in service between on-campus and distance students are outlined, starting with the appointment of a Campus Librarian to oversee distance library services, the researching of other distance education university libraries' experiences, and finally the choice of developing Vista's library services on a decentralized model comprised of remote reserve and small deposit collections located in partner institutions that in many cases had already been designated as Learner Support Centres by the university for the purposes of academic advisement. The library's future plans include the development better articulated policies, the further elaboration of student profiles to allow customized service to a diverse student body, statistical benchmarking, and a thorough study of the costs and benefits of electronic delivery of information. S. Tschabrun.
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Pérez, Adoració and Marta Enrech. "A Virtual Library: Defining Library Services for a Virtual Community." In Libraries Without Walls 3: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Library Association Publishing, 2000, 98-107.
The Open University of Catalonia (OUC) was developed to answer the needs of today's students, especially those unable to attend a traditional university. In keeping with the entirely virtual nature of OUC, the library was created as a virtual library. The authors offer a brief overview of both the campus and the library. Using the same technologies that enable the creation of a university community online, the library offers resources of many different types. For example, the library catalog not only lists the items available, it actively connects users to the materials. There are locally created collections, as well as Internet delivered databases. To complement the virtual services, a full range of physical services allows students access to the full library experience. B. Reiten.
Prezatarcon, Adoracio. "Virtual Library: A Real Library?" Staff and Educational Development International 6, no. 1 (2002): 75-86.
Online networks show great promise to expand educational opportunities for a broader student population, but also pose significant challenges to the educational community. A case study of the Open University of Catalonia analyzes new roles librarians perform in an online, virtual environment. Topics discussed include new types of learners, an increase in the number of library users, reference services, and access to databases. J. Brandt.
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Sellathurai, K. H. OUSL Library System, Services and its Future Plans. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Sellathurai.htm
The Open University of Sri Lanka (OUSL) supports distance learners by providing a circulating collection and a reference collection, course related material, photocopying facilities, and face-to-face reference service. Despite the strength of the collection, a user survey showed that many students wished to see changes in the library services offered. A description of the challenges facing the library is provided, along with a description outlining the recent improvements to library services. The Library's information technology situation is also discussed. Finally, factors preventing the improvement of services are given along with future activities and objectives of the OUSL Library. J. Wheeler.
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Knuthammar, Christer. "Changes and Challenges: ICT-Library-Library Staff." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 41-42. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/lu.pdf (in pdf format)
In his presentation at the ICDE Librarians' Roundtable in 1999, the author offers a brief history of the University Libraries at Linkoping University. In addition, he indicates that it will have to broaden its cooperation with local public libraries in order to support the expanding number of off-campus students. B. Reiten.
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Muswazi, Paiki. "Distance Education Library Services in Swaziland." Information Development 19, no. 3 (September 2003): 214-224.
University of Swaziland, serving three campuses at Kwaluseni, Luyengo and Mbabane surveyed its students on the state, the quality and availability of library services and resources offered to them. The findings of the questionnaire suggest that the respondents, mostly high school and unemployed residents of the Kingdom of Swaziland, were displeased with certain aspects of the distance service, particularly in training in library use, information technology background, service quality, expenditures incurred, and availability of Internet resources. Public library services and support were also assessed. Suggestions for improvements are suggested, including increased budget, enhanced training opportunities, and improved policy and sharing among participating libraries. M. Thomas.
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Mcharazo, Alli A.S. "Public Libraries and Distance Education in Tanzania: Issues and Dilemmas." Libri 50, no. 4 (December 2000): 295-301.
The separation of student from lecturer in a distance learning program makes the role of the public library in providing relevant reading materials even more important than in a conventional learning environment. However, a study by the author of the public library and service usage behaviors of Open University of Tanzania (OUT) students using the facilities of the Tanzania Library Services (TLS) found that public library usage among OUT students was low, even though OUT advises its students to use the libraries and in many cases stocks separate materials there for them. The overwhelmingly rural OUT students found the public libraries to be too distant, too poorly stocked, staffed with too few professionals, and too expensive to use due to the recent institution of library membership fees and the costs of average traveling times to the nearest library for the typical student. S. Tschabrun.
Mcharazo, Alli A.S. and Anthony Olden. "Fulfilling the Learning Resource Requirements of Students at the Open University of Tanzania." Journal of Librarianship and Information Science 32, no. 4 (December 2000): 204-214.
Distance students require the same kinds of learning resources as those studying at traditional institutions, but their ability to get those resources is much more difficult in developing countries. The results of an investigation of student users needs, which included a survey of 54 Open University of Tanzania (OUT) students and interviews with staff and librarians, is described. The survey of the OUT student population discovered that mature (average age 41) male students predominated, and that most stated that their prime reason for studying with OUT was their lack of qualifications for getting into the University of Dar es Salaam. Students reported that their most useful learning materials were the study materials supplied by OUT; however, most complained about the lack of supplemental reading and reference materials available from the any source including the OUT library, local libraries, or even bookshops. The investigation also considered the role of study centers and publishers in the provision of learning resources, in addition to its main focus on library services: the Tanzanian Library Service, The OUT Library, and other libraries. A range of recommendations with the goal of improving the ability of OUT students to obtain adequate learning resources is detailed at the end of the article. S. Tschabrun.
Mcharazo, Alli A.S. and Anthony Olden. "Investigating the Learning Resource Requirements of Students at the Open University of Tanzania: Research Methods." Journal of Librarianship and Information Science 31, no. 2 (June 1999): 101-109.
An ongoing (as of 1999) survey of the resource learning requirements of students at the Open University of Tanzania is described, including the choice of a nonrandom sample of 54 students and an interview-style survey method. The selection of the student sample took into consideration the need to include rural as well as urban students and a representative sample of year of study, study program, and courses or modules. Rather than sending out a questionnaire by the postal service or attempting to reach students by telephone, as might be done in a developed country, the researchers determined that data gathering would require in-person visits by research assistants, who were drawn from Tanzania Library Service staff and given a day's training in survey methods. The survey data was supplemented by participant observation obtained while the researcher worked behind the restricted access and reference desks in Dar es Salaam and Morogoro. The article includes the survey questionnaire as an appendix. S. Tschabrun.
Mcharazo, Alli Abushiri Shomari. Distance Learning in the African Context: The Learning Resource Requirements of Students at the Open University of Tanzania, and the Extent to Which They Are Met. Ph.D. diss., Thames Valley University, 1999. 320 pp.
The author's project explored the information needs of distance students enrolled in the Open University of Tanzania (OUT) which was established in 1993. OUT uses face-to-face contact, the postal system, telephone, radio, CD-ROMs, and other formats for delivering course content. However, access to technology of all sorts is uneven. Students face financial hardship when purchasing books or paying the fees charged by public libraries. A history of the OUT and distance learning in Tanzania places these concerns in context. A case study method was used for the project and included administrators, faculty, lecturers, librarians, and staff. A questionnaire was developed and administered in a 45-60 minute interview to 54 students in three degree programs. This was not a strictly scientific random sample since geography, transportation, and an uneven postal service limited access to the students. In terms of information needs, study modules provided by the OUT were seen as the most useful. However, study materials did not always reach students in a timely fashion. The University's regional centers and public libraries do not provide enough supplementary materials due to inadequate funding. In some cases, the material needs to be produced and publishers may provide some of the solution. Students were not always aware of other libraries that might be available. In spite of these difficulties distance learning holds promise for providing increased educational opportunities. I. Frank.
Msuya, Jangawe and Farijala Maro. "The Provision of Library and Information Services to Distance Learners: The Open University of Tanzania (OUT)." Libri 52, no. 3 (September 2002): 183-191.
The Open University of Tanzania (OUT) enrolled more than 4400 students as distance learners in 1998. A study was conducted concerning library services at the main library and support offered at the regional centers. Questionnaires, interviews, and other means were used to contact students. The study determined that while the structure is in place to provide materials, there was an insufficient amount of material in the main and regional library collections. Also, the collections failed to focus on the current curriculum. Much of the material is out-of-date. In addition, with only two professionals, staffing at the main library is inadequate. Information literacy is not incorporated into the students' programs. While some students are able access local libraries, some libraries charge fees providing another barrier to accessing information. Indeed 33 out of 36 students who withdrew cited their inability to access adequate information sources as one reason for withdrawing from the program. Students in rural areas are particularly disadvantaged. The study concludes with specific recommendations for improving library support. Suggestions range from diversifying funding sources to stocking textbooks prior to the beginning of a semester so that students can purchase them in a timely manner. I. Frank.
Oladokun, Olugbade S. "The Practice of Distance Librarianship in Africa." Library Review 51, no. 6 (2002): 293-300.
The paper describes the inadequacy of education inherited in the continent of Africa at independence, and the desire of various governments to improve educationally the lot of people living there. This gave birth to the obvious option of distance learning. Unfortunately, the economic downturn affected appropriate funding of education and the provision of resources, including library resources. The result is that, except for a handful of university libraries, library support service is almost non-existent. The author talks about some of the universities in Africa where a distance learning mode has been adopted and concludes with some suggestions on what could be done to alleviate the problems of distance learners in the continent. F. Devlin.
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Prudtikul, Somsuang. "Library Services for Distance Students at Sukhothai Thammathirat Open University." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 59-62. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/stou.pdf (in pdf format)
Library and information services are organized into three levels of service in support of distance learning programs at the Sukhotha Thammathirat Open University (STOU) in Thailand. The central services, offered at the Academic Building in Nonthaburi, provide a full range of library services to STOU faculty and staff, researchers, and the general public. Graduate students at a distance can get research assistance and photocopies of library materials from the central service for a fee. At the regional level, library materials and services are offered either through the ten Academic and Development Services Centers throughout the country, or the six Graduate Educational Resource Centers. Finally, at the provincial level, there are STOU Corners located in 75 provincial public libraries, which act as repository and services centers for STOU undergraduates and the general public. Currently, electronic library services are only available to staff at the central service, but there are plans to extend the library network to the ten Academic and Development Services Centers within a few years. S. Tschabrun.
Sacchanand, Chutima. Information Literacy Instruction to Distance Students in Higher Education: Librarians' Key Role. Paper presented at the 68th IFLA General Conference and Council "Libraries for Life: Democracy, Diversity, Delivery," August 18th - 24th 2002, Glasgow, Scotland. Online. Available: http://www.ifla.org/IV/ifla68/papers/113-098e.pdf (in pdf format)
Distance education has evolved with the advent of technological innovations. The author discusses the needs and challenges facing distance education today and the importance of information literacy, specifically providing a case study on the information literacy initiatives at the Sukhothai Thammathirat Open University (STOU), the largest distance education university in Thailand. Key roles of the academic librarians are described. Information literacy instruction was mainly delivered in print and audio-visual materials comprised of brochures, pamphlets, manuals, videotapes, radio and television programs, and the library website. A library services component was included in the foundation course while subject courses included content related to library research. Information skill instruction was provided during the new student orientation as well as during the professional experience practicum. Information literacy was more prominent at the graduate levels where instructional materials were developed by the librarians and distributed for self-study. At faculty requests, librarians also provided instructional sessions. M. Chakraborty.
Wissawapaisal, Boonta. Library Services for Distance Education and Open Learning at Sukhothai Thammathirat Open University. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Boonta.htm
The Sukhothai Thammathirat Open University (STOU) of Thailand is the first distance education institution in Southeast Asia. There are three levels of service for STOU students: central, regional, and provincial. Central services are provided at the main library. Regional services are provided to students and the public at twelve distance education centres throughout the country. Two of these centres are dedicated to graduate level educational resources. Provincial services are offered to STOU students at 81 different outlets (called STOU corners). Provincial services are usually offered through public libraries. Cooperation between libraries and the networking of library material are two other methods STOU uses to provide library services and resources to its students. STOU also extends outreach services to those in the community. Notably, services are provided to prisoners through book donations and a STOU corner in one of the prisons. STOU also offers library training for library personnel in prisons. Through the Knowledge for Kids Project, books are rotated to different primary schools in order to encourage reading. J. Wheeler.
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Quinsee, Susannah. "Facilitating e-Learning." Library Association Record 103, no. 10 (October 2001): 616-617.
The development of a Masters in Geography Information (MGI) program via WebCT at the City University in the UK is described in this case study. Issues like feeling of isolation vs. community building in an online café, preferred access to the materials and information overload are addressed. The development of the virtual library, authenticated by Athens (an access management system that controls access web-based subscriptions services; used primarily in the UK), was vital to the design of the MGI course and was later expanded to be a comprehensive information resource. Some problems are identified with the digital resources (e.g. copyright clearance, licensure, cost, time, effort), but the biggest challenge was digitizing the existing course materials without changing the module structure or content. Despite all the challenges, the virtual library was successful. The author concludes by discussing the future of e-learning for the MGI course and recommends further work in the areas of developing an online community and for provision of central authentication. M. Chakraborty.
Black, Coral and Sue Roberts. "Staff Without Walls: Developing Library and Information Staff for e-Learning." In Libraries Without Walls 5: The Distributed Delivery of Library and Information Services, edited by Peter Brophy, Shelagh Fisher, and Jenny Craven. London: Facet Publishing, 2004, 19-30.
The virtual learning of today makes heavy demands on library and information services staff. In such an ever-changing environment, information professionals are forced to perform work and undertake roles that go far beyond the training that they received before starting their careers. The need for continuing staff development and training cannot be emphasized enough. The staff development practices at Edge Hill College of Higher Education in northwestern England are presented as a case study. A. Lawrence.
Roberts, Sue and John Davey. "VLEs and Information Services: Redefining Distance Learning and the Role of Information Services Within the Virtual Learning Environment." In Libraries Without Walls 4: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Facet Publishing, 2002, 73-84.
The Information and Media Services (IMS) staff and the Teaching and Learning Development Unit (TLDU) at Edge Hill College of Higher Education have taken the introduction of virtual learning environments - in this case, WebCT - as an opportunity to create new working relationships. By working in hybrid academic teams, both IMS and TLDU staffs have been able to create a truly integrated learning environment for their first fully online program. The authors offer as their case study Edge Hill's "Postgraduate Certificate in Teaching and Learning in Clinical Practice Programme;" a continuing education program for clinical practitioners who teach new members of the medical field. Rather than focusing on the technology, the teamwork and changes in the traditional structure of the college's services is examined. B. Reiten.
Edwards, Helen. "Helping the Librarian to Help the User: The HEADLINE Personal Information Environment." In Libraries Without Walls 3: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Library Association Publishing, 2000, 143-153.
Project HEADLINE (Hybrid Electronic Access and Delivery in the Library Networked Environment) is an ongoing development and research program between three UK business schools. The ultimate goal is to provide an integrated management system of library resources, both for users and librarians. Through a technical discussion of the development and implementation of HEADLINE and its PIE (personal information environment), the author offers a glimpse of the efforts required in the creation of a system of this nature and how the workflow can be combined with preexisting library systems. B. Reiten.
Secker, Jane and Kris Roger. "Learning Technology at the LSE." ASSIGNation 19, no. 3 (April 2002): 33-35.
The London School of Economics (LSE) in 1999 established a Learning and Teaching Technology Group to provide services and support for distance learners. Growth in distance education led to the further creation of the LSE Centre for Learning Technology to support more distance education courses with more staff and services. Departments developing online education can apply for grants to employ a research assistant that works during the development phase of the course to develop the information research aspects of the course. Involved in the responsibilities of this research assistant are the development of web pages and electronic course packs for the course. The author ends by describing a multi-university project in the area of global media and communications. T. Summey.
Gadd, Elizabeth. "Meeting the Library Needs of Distance Learners Without Additional Funding." Library Management 23, no. 8/9 (2002): 359-368.
Acknowledging Loughborough University's (LU) intention to expand distance learning (DL) offerings, the LU Library established a DL working group in 2001. The working group was to "tailor Library services to the needs of [distance learners], as resources permit." After researching DL at LU, they discovered what many DL practitioners have found - there is no centralized DL system on campus and, consequently, there is no single distance learning student profile. Library services to distance learners, therefore, need to be different to respond to the needs of the individual student. The working group first gathered information by undertaking a number of surveys including LU's distance learners, the academics teaching DL courses, and two groups of higher education institutions - a regional group and a peer group. The working group then took the information they gathered and combined it with previously existing library services for DL and created a series of recommendations for further development. Throughout this process, one of their goals was to find a way to "enhance library services for a diverse DL student population without additional funding." B. Reiten.
Bailey, Pam, Glenda Cook, Elaine Thynne, Eunice Weatherhead, Sheila Glenn, and Angela Mitchell. "Distance Learning in Post-Qualifying Nurse Education at Northumbria University: Implications for the Role of the Library and Library Staff." Health Information and Libraries Journal 21, no. 1 (March 2004): 66-69.
Northumbria University provides distance learning courses to nurses who are often returning to school after long gaps in their education. Using an action research approach, distance learning nursing students kept a diary of their experiences with their information needs. They filled out a questionnaire about their experiences and approaches with distance learning and participated in focus group interviews. Students indicated that access to electronic resources was important even though not all students used them. Some students were aware of their lack of computer skills. Due to difficulties with electronic communication, some students were interested in face-to-face contact with library staff. Many students remain unaware of all the resources available. The library staff needs to develop more printed and online material to assist students. The librarians note that working with students involved in the study helped close the gap between librarians and students. I. Frank.
Baker, Kirsty. "ENABLE - Open University Library Project Looks at Enabling Open Access for All." Impact: Journal of the Career Development Group 4, no. 2 (March/April 2001): 24-25.
Following the launch of the Open University's (OU) Open Libr@ry web-based library service, the ENABLE project was instituted. The goal of ENABLE is to ensure that the Open Libr@ry, as well as other OU services, is fully accessible to those with disabilities. Accessibility to all, especially those who have been somewhat alienated from traditional education, is an OU commitment. The ENABLE project will combine research outside of the university with user studies. B. Reiten.
Bradbury, David and Georgina Payne. "OPAL: Building a 24/7 Automated Online Enquiry Service for Open University Distance Learners." ASSIGNation 19, no. 3 (April 2002): 36-39.
Open University is the largest UK distance learning institution educating over 200,000 students worldwide. To assist in providing reference or enquiry services to those students, in November of 2000 OPAL was developed. OPAL, or the Online Personal Academic Librarian, was created with several goals or objectives in mind. These included 24/7 access to answers, the ability to provide answers to routine or repeat questions, the capability of responding to natural language inquiries, and last of all, developers wanted a generic system that could be used in other libraries. The article describes the project and how the system functions during its first fourteen months of operation. The system has yet to be evaluated and assessed to determine its future direction. T. Summey.
Bradbury, David and Georgina Payne. "The OPAL Project: Developing an Online Digital Reference Service for Distance Learners." Library Hi Tech News 18, no. 9 (October 2001): 28-29.
A project team from the Open University (OU) library and other partner institutions are in the initial planning phase of the OPAL project. The goal of this project is to create, initially, an automated system able to answer standard reference and technological questions. Eventually, they hope to build a system that can actually perform complex reference work by crawling through separate databases to answer in-depth research questions. This project is prompted in part by the realization that 50% of OU Library assistance inquiries are made outside of standard working hours. The authors are providing a "Research in Progress" report, with the promise of more information to come as the project progresses. B. Reiten.
Bremner, Alison. "Meeting the Information Needs of Distance Learners: The Open University's Response." Vine (London), no.122 (March 2001): 54-58.
The history, current status and future developments of the UK's Open University (OU) Library are discussed. Initially developed to support institutional researchers and course writers, the OU Library in its early days was expressly not intended to serve students. Rather, students were expected to use course materials or nearby libraries for their information needs. The transformation of the OU Library into one that serves students is discussed. Developments such as the creation of a database of UK academic library access policies, access to online databases, ROUTES (a database of evaluated Internet resources), and other user support services are described. A 1999 survey revealed that many students were unaware of services available. Publicity efforts, as well as plans for future developments, are detailed. J. Markgraf.
Bremner, Alison. "Open University Students and Libraries Project 1999." Library & Information Research News (LIRN) 24, no. 76 (Spring 2000): 26-38.
In an attempt to understand students' information seeking and library usage habits, the Open University (OU) library's Learner Support team created and administered a survey of both undergraduate and postgraduate students. Over 1,500 students were surveyed in the second stage of the Delphi study. For the first 20 years of its existence, OU offered no library services to students, instead supporting only the academic staff. In the early 1990's, student demand led to the institution of library services for students. The OU library intends to use the survey results in the improvement of current services and the creation of new services. The author presents the second-stage survey questions along with graphs and discussions of the aggregated responses to each question. Contrary to one of the Learner Support team's pre-survey assumptions, they found that undergraduate students needed and desired the support of the OU library as much as the postgraduate students. B. Reiten.
Clarke, Sarah. "Access to Electronic Journals for Distance Learners." Vine (London), no. 110 (1999): 30-33.
As an addition to its growing services to students, the Open University (OU) Library is actively investigating electronic journals. At the time this article was written, there were still many obstacles to the provision of widespread access to these resources. The author discusses a number of these issues, including the availability of electronic journals, access questions, a widely dispersed user population, licensing, security and authentication issues, and subscription fees. The eventual goal for OU Library is to provide access for its students to as significant a collection of electronic journals as possible. B. Reiten.
Flett, Margaret. "Developing an Electronic Libr@ry. Open University, 26 March 2001. CoFHE Mid-West Circle." CoFHE Bulletin, no. 93 (Summer 2001): 14-15.
The Open Libr@ry at the Open University (OU) is seen here through the eyes of an outsider who took part in a CoFHE Mid-West Circle seminar at OU. The focus of the daylong seminar was on the Open Libr@ry and the OU Library's various other services for distance learners. One interesting point made is, that while many of the actual services provided aren't unique, the scale of OU's distance learning population (180,000 - 200,000 students) provides an excellent example for other institutions with growing distance learning populations. B. Reiten.
Ismail-Kaye, Nazira. International Centre for Distance Learning (ICDL) and Services to Distance Learners. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Ismail-kaye.htm
The International Centre for Distance Learning (ICDL) is a centre for research, teaching, consultancy, information and publishing activities. It is based in the UK Open University's Institute of Educational Technology. Three databases provided by ICDL are available to the public via the ICDL website. In one database a list and descriptions of providers/institutions offering distance learning programmes is provided. Another database contains descriptions of various distance leaning courses in the UK. The third database is focused on the literature surrounding distance education. A description of three projects that the ICDL is involved with is provided along with accompanying URLs. Finally, library services for the Open University's Master of Arts (MA) in Open and Distance Education are outlined. The MA is offered online via the conferencing system FirstClass. Reference assistance and document delivery services can be obtained via an "Ask ICDL" icon within the conferencing system. J. Wheeler.
Love-Rodgers, Christine. "Electronic Resources for the Arts: Supporting Distance Learners at the Open University." Art Libraries Journal 26, no. 3 (2001): 4-7.
While overall technical support for distance learners is found in the Learner Support area of the Open University's library, subject responsibility still lies with the subject specialist librarians. In the past, the Arts library team primarily assisted the academic staff in the design and production of course documents. Now, their role has expanded to include the web site design of the Open Libr@ry and its components, as well as providing direct support to students and academic staff. The concept of "student specific design" has been incorporated within the Open Libr@ry web site, allowing information and technology skills teaching to occur in an organic way. The primary example chosen to support this idea is ROUTES, a database of Internet resources selected to support specific courses. B. Reiten.
Love-Rodgers, Christine. "Opening the Book: Developing e-Book Resources at the Open University Library." Vine (London), no.125 (December 2001): 12-17.
Electronic books, or e-books, provide distance learners with new opportunities for research and study resources. Open University's Library has developed an electronic library service to provide information resources to its distance education students. While this service offers databases and electronic journals, students began requesting electronic books be made available as well. In response, the library added resources such as Electronic Text Center, Project Gutenberg, Literature Online, and electronic versions of reference works to its database of web resources. To begin building a collection of e-books for its students, Open University Library purchased two collections of material from netLibrary. A general collection contains reference books and books on distance learning. The other collection supports the Religious Studies program and was selected with input from the academic department staff. The use of this collection will be monitored and evaluated over a one-year period to determine the effectiveness of this type of resource. Several issues to consider when evaluating the e-books and their use include how can text be printed, how can students find what e-books are available to them, and how can the text of the e-books be viewed. The library is looking at several ways to improve and upgrade e-book use and access to accommodate the needs of students and faculty. S. Heidenreich.
Needham, Gill. "Information Literacy - Who Needs It?" In Libraries Without Walls 5: The Distributed Delivery of Library and Information Services, edited by Peter Brophy, Shelagh Fisher, and Jenny Craven. London: Facet Publishing, 2004, 109-119.
The United Kingdom lags behind North America and Australia in acknowledging the need for information literacy, and there is a lack of nationally accepted definitions and guidelines in the area. The Open University's information literacy course is a 12-week for-credit online course offered twice a year and can be taken as part of a degree program or as a stand-alone. The majority of the students that took the two courses offered in 2002 were women ranging in age from 30 to 59 with a broad range of educational qualifications. An examination was done of student expectations for the course and whether or not these expectations were met. A. Lawrence.
Needham, Gill. Open University - Open Libr@ry: How the Open University Library in the UK Supports its Students. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Needham.htm
The Open University (OU) in the United Kingdom serves over 185 000 students. In the past, the University provided the material needed to complete course work. As such, the OU's Library mandate had been to provide support to academics in their course development. This changed in the 1990's, and in 1996 the Library was given the challenge of providing library services to directly support students. In order to meet this challenge, the Library underwent an expansion in staff, and created a Learner Support Team (LST). LST surveyed students on their library needs. From this survey five key objectives were identified: investigate students' needs, help students' access local library resources, provide access to relevant content, help students develop skills, and provide support and guidance to students. A detailed description of how these objectives were met is provided. In particular, a number of initiatives surrounding helping students develop skills are described. These initiatives include online tutorials, information literacy assessment, embedding information literacy in to OU courses, and offering face-to-face training to academic. The options and challenges in providing reference support to students are also discussed. J. Wheeler.
Needham, Gill. "Reflections on Eating an Elephant (With Apologies to Vegetarians) at the Open University." SCONUL Newsletter, no. 20 (Autumn 2000): 7-10.
"Eating an elephant" seems to be a rather apt analogy for the Open University Library's development of its services to distance learners. The OU Library's Learner Support Manager offers a three-year review of the steps taken to provide library services to over 180,000 distance students in this society newsletter article. One point emphasized is that part of OU Library's success came from starting slowly, forming alliances in an area open to experimentation. B. Reiten.
Needham, Gill and Evelyn Simpson. "The Online Personal Academic Librarian (OPAL): A Virtual Librarian for a Virtual Student Community." In Libraries Without Walls 4: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Facet Publishing, 2002, 99-108.
The OPAL project is an ambitious plan being developed at the Open University (OU): "the development of an online, 24-hour, fully automated enquiry service capable of handling routine natural-language questions and providing a near-immediate response to the user." The authors outline the five key stages of the project, giving details of how they have or will be dealing with each stage. To gain an understanding of the potential users and their interactions with any system, a series of experiments was held, involving 60 students in all. These experiments provided some interesting, and sometimes surprising, results that are being incorporated into every part of the OPAL prototype. B. Reiten.
Needham, Gill, Jo Parker, and Kirsty Baker. "Skills for Lifelong Learning at a Distance: Information Literacy at the Open University." New Review of Libraries and Lifelong Learning 2 (2001): 67-77.
Following the creation of a number of online resources to support the distance learners at the Open University, accessible via the Open Libr@ry, it was discovered that the need for information literacy and skills training was just as strong as the need for access to library services. To focus on this need, an Information Literacy Unit (ILU) was created in 2001. The ILU is working on all aspects of information literacy, including promotion, curriculum integration, instruction, and resource development. They have rolled out a number of ambitious projects, but many of these are new enough to not have been evaluated as of yet. B. Reiten.
Needham, Gill, Una O'Sullivan, and Anne Ramsden. "ROUTES: A Virtual Collection of Resources for Open University Teachers and Students." In Libraries Without Walls 3: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Library Association Publishing, 2000, 115-120.
One of the centerpieces of the Open University's Open Libr@ry is the ROUTES (Resources for Open University Teachers and Students) database. The development of ROUTES was a joint project, combining the subject specialists in the library with the academic course teams. The intent of the project was to provide proven quality Internet resources within the context of a given course. The authors provide a project overview, including the all-important goal of integrating ROUTES with the core work of the library. One unexpected, but not unwelcome, outcome of the project is the change in relationships between the library and academic staff, as both recognize the expertise of the other group. B. Reiten.
Parker, Jo. "Putting the Pieces Together: Information Literacy at The Open University." Library Management 24, no. 4/5 (2003): 223-228.
Initiatives to teach information literacy skills at the Open University (OU) are described. The author advocates "total integration of information literacy into the curriculum" but acknowledges that in reality this approach is often unfeasible, and offers two alternative approaches developed at OU. SAFARI (Skills in Accessing, Finding and Reviewing Information) is a collection of interactive information literacy materials that have the flexibility to be used together or independently. MOSAIC (Making Sense of Information in the Connected Age) is a short credit course in information literacy. The author outlines the challenges in offering the credit course, such as accessibility, overcoming student feelings of isolation, and assessment. Unexpected benefits of the course, such as using it as a staff development tool and as an avenue to bring more library staff into contact with students, are highlighted. J. Markgraf.
Payne, Georgina and Michelle Perrott. "Librarians On Call: An Instant Messaging Enquiry Service for Open University Distance Learners." Library & Information Research 27, no. 85 (Spring 2003): 11-21.
For three months in the spring of 2002, the authors participated in a pilot study of "Librarians On Call," a service where library personnel answered questions from Open University students using online chat software. The project specifications called for software that did not require the user to download any applications to their computer and also fit within a limited budget. PagePerson Pro software was chosen due to features such as a user-friendly interface, access to statistics and archived sessions, pre- and post-chat surveys, page-push technology, customization, and the ability to transfer chat sessions. During the pilot period, 304 people used the Librarians On Call service, 172 submitting questions during live chat session and 132 via email. Users of the chat service were spread relatively evenly among various disciplines, and a significant number lived abroad. Even though half of the users (48%) had never used a chat service before, a large majority (78%) found Librarians On Call very easy to use, and most reported a better experience with the chat service than either telephone or email options. The authors also discuss the perceived benefits and problems of the chat-based reference system, while labeling it a success due to the continuation of the service beyond the pilot period. J. Brandt.
Payne, Georgina F. and David Bradbury. "An Automated Approach to Online Digital Reference: The Open University Library OPAL Project." Program 36, no. 1 (2002): 5-12.
Online Personal Academic Librarian (OPAL) is an Open University research project looking at the development of a fully automated 24/7 online system designed to respond to routine and repeat enquiries from Open University's distance learners. The article outlines the desk and field research conducted to date and the need for such an automated question-answer service. The current digital reference climate is discussed and a range of technologies are described, including the use of real-time technologies such as chat and Web contact software, and also the use of fully automated online conversational robots. Drawing on data collected through field research and data analysis of user e-mail enquiries, enquirer behavior and patterns are examined. Further research has also revealed the importance of the user's context and the need for user profiling in delivering an appropriate response to the user. The authors conclude with a description of the OPAL prototype to date and look ahead to some possible future directions. F. Devlin.
Perrott, Michelle. "Open Libr@ry: The Open University Response to Supporting Distance Learners." ASSIGNation 19, no. 3 (April 2002): 27-30.
The Open University at UK has up to 200,000 students worldwide. Mostly offering correspondence courses with integrated materials, the University initially felt that it was impractical to offer library services to these students. With the changes in distance learning, that initial belief needed to be changed. In 1998, Open University began to develop and establish library services for distance learning students. To assess needs, a survey was administered that assisted in service development. It was determined that to reach distance learning students, a separate web site should be developed in the spring of 2000, the Open Libr@ry website was launched. The article describes the services offered through Open Libr@ry and its future developments and directions. T. Summey.
Ramsden, Anne. "The OU Goes Digital." Library + Information Update 2, no. 2 (Febrary 2003): 34-35.
As a part of a reexamination of its course production model, the Open University developed initiatives to increase the use of information technology and online learning resources. In response to these initiatives, a study of university academic staff was conducted. The results indicate a desire for more numerous and up-to-date library resources, to exploit new technologies to enhance library services, and to improve coordination between the library and course instructors. The author outlines library initiatives designed to meet these challenges, including development of personalized online library services, embedding e-resources into the curriculum, streamlining remote authentication to online resources, and developing 24/7 just-in-time support for library users. J. Brandt.
Ramsden, Anne, David Turpie, and Jonathan Rea. "Managing the Internet: Trying a New Tool." Vine (London), no.124 (September 2001): 36-45.
The Open University Library in the UK developed a pilot project for a staff Intranet using Zope and the Content Management Framework (CMF) toolkit. The key Intranet issues were content management and sharing, easy workflow - from creation to publication of the content, defined roles for security and consistency of the content, storage and retrieval of information through metadata, and full-text search capabilities. Content and content mapping were the focus in designing the Intranet and staff ideas and working needs were taken into consideration. Despite the steep learning curve for the team and lack of documentation and training in UK, CMF still was a satisfactory choice as it proved to be a highly flexible set of tools for developing an information-sharing Intranet. M. Chakraborty.
Ramsden, Anne and Una O'Sullivan. "ROUTES: Creating a Tailored Learning Resource for Distance Learning Students at the Open University." Program 33, no. 4 (October 1999): 339-346.
The Open University Library's ROUTES (Resources for Open University Teachers and Students) database provides several benefits to the university and library. Not the least of which is the ability to create a grouping of quality, reviewed Internet sites for distance learners in support of their courses. In this paper, originally presented as part of the Microlib 99 conference, the authors offer a detailed look at the workings of the ROUTES project. This includes discussions of the ROADS (Resource Organization And Discovery in Subject-based services) system underpinning it and the importance of metadata to a project of this nature. B. Reiten.
Thomas, Judy and Vickie Arrowsmith. "Working in Partnership to Deliver an Innovative Pre-Registration Nursing Programme." Health Information and Libraries Journal 19, no. 3 (September 2002): 161-163.
As an outcome of two UK government reports on healthcare practice, the Open University (OU) began offering a nursing programme for healthcare workers that would like to be nurses,. This program aims to encourage healthcare assistants to be reflective practitioners by applying theory and values and viewing the patient as a whole person. In response, the OU's library service, Open Library, focused on providing access to bibliographic databases and electronic journals that would support the new programme. The librarians worked with the curriculum committee to incorporate increasing levels of information literacy and competency in the courses as the students progress through the programme. Open Library is addressing several issues: ensuring that students have basic IT skills to use Open Library, ensuring that all the electronic resources needed are available, and assessing the students' information literacy skills. E. Onega.
Whitsed, Nicky. "In Support of Distance Learners: Some Developments at the Open University Library, Walton Hall." LASERLink, Spring/Summer 2000, 6-8.
In a "state of the service" format, the director of the Open University Library provides a brief overview of their services to distance learners. The primary focus is on the two strategies being developed: the Learner Support Strategy, which involves direct contact between librarians, academics, and students; and the Interactive Open Learning Centre Strategy, which addresses "the role of library services in the development of multiple media products." B. Reiten.
Bye, Dan J. "Information Services for Distance Learners at Sheffield Hallam University." ASSIGNation 19, no. 3 (April 2002): 31-32.
The Distance Learner Support Service, established in 1994, is briefly described in this article. Information regarding the staffing of the service is presented along with a description of the services offered by the unit to support distance learners. The services offered include: book loan and article delivery through the post or mail, electronic resources and a search service for those unable to access databases, the facilitation of access to other libraries and reference services. Since it has been discovered that the needs of "traditional" students and distance students are blurring, distance learning support services in the future may be offered as support for everyone. T. Summey.
Bye, Dan J. "The Distance Learner Support Service: Sheffield Hallam University." In Library Services for Distance Learners: Proceedings of the Seminar at University of Surrey, 13th January 1999, edited by D. A. Lock. Guildford: Information Services, George Edwards Library, University of Surrey, 1999, 9-12.
A library's responsibility to provide access to distance learners is comparable to that of providing physical access to students in wheelchairs, argues the author. Recognizing that although distance learning students are usually highly motivated, their retention rates are relatively low, the author outlines library services offered at Sheffield Hallam University that contribute to making the students feel like a part of the university. Among these efforts are designated campus contacts for distance learners, library database search capability, home delivery of books and articles, interlibrary loan service, established turnaround times for services, and a compilation of access policies at other UK libraries. J. Markgraf.
Donoghue, Angie. "VLE Information Adviser - What's That?" SCONUL Newsletter, no. 27 (Winter 2002): 4-7. Also online. Available: http://www.sconul.ac.uk/pubs_stats/newsletter/27/ARTICLE1.PDF (in pdf format)
The author was tapped to be (VLE) Virtual Learning Environment information advisor representing the learning centre information services within the Sheffield Hallam University's institute on learning and teaching. Blackboard is the main courseware used for the entire university. The Learning and Teaching Institute (LTI) staff, along with other units on campus, address implementation, technical, copyright, and accessibility issues as well as other issues associated with the use of Blackboard and with e-learning in general. There is a link to the learning centre catalog from the Welcome screen of Blackboard. Library resources are integrated in other ways as well. The Learning Centre provides advice on available electronic resources and services. Faculty members are encouraged to include library-related resources in their courses. In addition they are taught how to link to these resources. In order to improve student information literacy competencies, the Learning Centre has embedded a tutorial, InfoQuest, within Blackboard. Resources and services are publicized through the Learning Centre and the Learning and Teaching Institute. In order to keep up with e-learning and library issues, the VLE Information Advisor attends conferences and workshops and reads material published through the JISC (the Joint Information Systems Committee). I. Frank.
Moore, Kay. "Embedding Information Skills in the Subject-Based Curriculum." In Libraries Without Walls 5: The Distributed Delivery of Library and Information Services, edited by Peter Brophy, Shelagh Fisher, and Jenny Craven. London: Facet Publishing, 2004, 79-86.
Sheffield Hallam University developed an information skills tutorial called InfoQuest, consisting of five modules. InfoQuest has a basic generic framework which can be customized easily at specified points so that subject specific concepts, resources, and activities can be introduced. Although it took two years and much staff time and effort to create the tutorial, the goal to offer a skills program that was timely, relevant, and engaging to the students was met. Since its generic base remains the same, new subject specific customizations can be made whenever needed. A. Lawrence.
Jenkins, Ruth. "Supporting E-learning at the University of Birmingham." SCONUL Newsletter, no. 25 (Spring 2002): 53-56. Also online. Available: http://www.sconul.ac.uk/pubs_stats/newsletter/25/53-56_25.pdf (in pdf format)
Collaborative efforts among librarians, tutors and Information Services (IS) staff in supporting WebCT courses at the University of Birmingham are described. Liaison librarians work with tutors to incorporate electronic journal articles, textbooks, databases and other information resources into online courses. While collaboration currently relies on the initiative of the individual librarians and tutors, the author recognizes that such an approach is not readily scalable. As the number of e-learning courses grows, it will be increasingly difficult to continue with the one-on-one efforts and a more systematic and automated process in the future is desired. The author also recognizes the need for a more user-centered approach to presenting the library's suite of services to e-learners. In an effort to learn more about the e-learning landscape and address the challenges, the author and her e-learning colleagues are participating as e-learners in a WebCT course entitled "E-learning in Higher Education." J. Markgraf.
Kent, Tracy. "Information Services Support for Distance and Part-Time Learners at the University of Birmingham." New Review of Libraries and Lifelong Learning 2 (2001): 115-134.
Recognizing that traditional library services weren't serving distance students well, the University of Birmingham Information Services set out to develop services that would help fill the gap. They created a new set of services that were first made available to students in the School of Education in a pilot study. The services were postal loans, remote photocopying, and remote literature searching. When the results of the pilot study appeared to be positive, the decision was made to open the services up to all schools. The author summarizes the services and the evaluations performed during the first full year of open participation. A number of their findings relate to seemingly non-library things, such as publicity and campus accounting methods. B. Reiten.
Hilton, Judith. "VALNOW - Providing Services to Off-Campus Users at the University of Central Lancashire." CoFHE Bulletin, no. 90 (Summer 2000): 14-16.
As they are preparing to move into a pilot program extending services to distance learners, the Head of Distributed Services at the University of Central Lancashire (UCL) Library offers an overview of their existing virtual library, VALNOW. UCL partners with seven Associate Colleges to offer franchised courses in those regions. VALNOW (Virtual Academic Library of the North West) has operated in a similar fashion to many distance learning support programs, except the College libraries have been the clients, rather than individuals. Going into the pilot, UCL Library hopes only a few changes will need to be made to their existing services to meet the new challenges. B. Reiten.
Livesey, Suzanne and Peter Wynne. "Extending the Hybrid Library to Students on Franchised Courses; User Profile, Service Implementation Issues and Management Strategies." Library Management 22, no. 1/2 (2001): 21-25.
The franchised student - one who takes courses franchised from one institution by another - has many similarities with distance learners. The best solution to library support for both would be a hybrid library, one that "seeks to integrate print and electronic material within a seamless interface." The University of Central Lancashire (UCL) recently implemented HyLiFe (Hybrid Library of the Future) alongside its pre-existing VALNOW service. The authors discuss the user profiles of franchised and distance students, HyLiFe service implementation issues, and service management strategies. B. Reiten.
Guinea, Janet. "Targeting Library Services for Distance Learners at the University of Leicester." ASSIGNation 19, no. 3 (April 2002): 17-19.
In September of 1999, the University of Leicester created the Distance Learning Unit to support the research and course needs of distance learning students. The University has over 7,000 distance learning students worldwide and is very diverse with many different experiences and needs. In order to effectively reach these students the library designed a portal that serves as a gateway to library resources and services. The author describes modifications to the library catalog, along with document delivery options and how students are tracked and statistics gathered on the use of the services. Since the students were used to finding information on their own, the University has used targeted E-mails to promote the services available to the distance learning students. T. Summey.
Hinton, Danielle and Lou McGill. "Chat to a Librarian: 21st Century Reference for Distance Learners." Vine (London), no.122 (March 2001): 59-64.
When the Library of the University of Leicester established a Distance Learning Unit its staff examined several forms of electronic communication to support the program. In October 2000 chat was chosen as the method to use to answer questions about services and resources submitted by distance education students. After testing several chat software programs, HumanClick was selected to provide immediate, real time assistance from librarians. Chat icons were placed on appropriate Web pages along with tracking HTML code. With HumanClick librarians can receive information about the user to help provide more effective service. This includes information such as IP address and host information, browser and version, a history of pages visited and time spent on each page, and transcripts of any previous chats. There is a privacy policy in force and elements of it are outlined. A number of issues related to HumanClick are discussed including the cost, staffing, complexity of questions, training, and technical difficulties. A transcript of a sample chat is provided. S. Heidenreich.
Keeble, Heather and Louise McGill. "Guerrillas in the Mist: Breaking Through Boundaries to Provide a First-Class Remote Library Service." Serials 17, no. 1 (March 2004): 19-24.
Guerilla librarians are those who take a "proactive role within academic environments," according to the authors, and they describe their efforts to do just that in serving distance learners at the University of Leicester. Working from the premise that all students are diverse, the authors advocate a departure from standardized approaches to providing service in favor of flexible and creative approaches that address the unique needs and circumstances of each student, and emphasize equitable rather than equal service. One recommended strategy is the development of a Distance Learning library team comprising multi-skilled members who, through a single point of contact for the student, can solve a multi-faceted problem without having to refer a student to several library staff members, each of whom have a specific area of expertise. The authors also emphasize the importance of addressing the library's image on campus, advocating a proactive role for librarians in course and program development and in defining their role as teachers rather than trainers. J. Markgraf.
McGill, Lou. "Global Chat: Web-Based Enquiries at the University of Leicester." In Libraries Without Walls 4: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Facet Publishing, 2002, 87-98.
In fall 2001, the University of Leicester Library Distance Learning Unit (DLU) ran a three-month trial of the Human Click chat software. The decision to trial a chat reference system was based on a number of factors, not the least of which is that the DLU's research has shown that their students prefer having access to several different methods for contacting them. Some of the advantages to chat are that the user doesn't have to disconnect from the Internet to use it, and it is synchronous. The author provides a summary of the preliminary decision-making process, as well as a detailed analysis of the trial. The DLU is re-evaluating their results and the available software, having discovered that their needs are broader than originally realized. B. Reiten.
McGill, Lou. "Measure for Measure: Using Statistics to Monitor Service Take-Up of the University of Leicester Library's Distance Learning Unit." Library & Information Research News 26, no. 82 (Spring 2002): 16-25.
In 1999, the University of Leicester Library established a new Distance Learning Unit to serve the needs of over 6,000 distance learning students. The Unit needed to demonstrate the value and effectiveness of its service in order to secure funding beyond the initial three-year funding period. Accordingly, a comprehensive procedure was established to record transactions which included both manual and computer-generate data. Statistics were collected to aid library management, provide information to academic departments and for broader University management. The quantitative data revealed a significant growth in all service areas and qualitative feedback was very positive. There have been several positive outcomes as a result of collecting this information and staff remain highly committed to collecting this data. F. Devlin.
McGill, Lou. "Any Which Way You Can: Providing Information Literacy to Distance Learners." New Review of Libraries and Lifelong Learning 2 (2001): 95-113.
The University of Leicester's Library created a Distance Learning Unit in 1999 to provide focused services to distance learning students. The author who leads the Unit provides a summary of the challenges they are trying to meet, as well as the methods they are using to meet those challenges. One key point is that librarians need to not only recognize the existence of various learning styles, but must learn to provide information skills training utilizing different styles; the "one size fits all" session truly won't work in the distance learning arena. To be able to reach all distance learning students, academic staff buy-in and support is vital. The changing relationship between the Distance Learning Unit and the academic staff is also detailed. B. Reiten.
McGill, Lou and Brian Marshall. "Information Skills Support for Distance Learners." In Seven Pillars of Wisdom?: Good Practice in Information Skills Development: Proceedings of a Conference held at the University of Warwick on 6-7 July 2000, edited by Sheila Corrall and Helen Hathaway. London: SCONUL, 2000, 89-90.
The report describes a workshop at the conference, led by Lou McGill and Brian Marshall, on information skills support for distance learners available at the University of Leicester. IT and non-IT solutions to distance learning problems were discussed by the group. Leicester's future plans involve utilizing IT in more imaginative ways to help students, such as using e-mail as a user education tool and establishing a chat reference desk. F. Devlin.
Chambers, Sally and Paul McLaughlin. "University of London - Virtual Campus Project. Information Resources for Distance Learners: The Implementation of a Model." In Libraries Without Walls 4: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Facet Publishing, 2002, 29-39.
The University of London has begun a period of development and reformulation in its Extended Campus offerings. A large part of this is the development of a Virtual Campus, mirroring on campus offerings as much as possible. One of the core services to be developed within the Virtual Campus Project is the Virtual Library Service (VLS). The authors provide a project overview using the first program, the Law Program, as a case study to integrate the VLS. Since the VLS is being developed as part of a larger campus endeavor, the integration of library services with coursework is happening from the outset. B. Reiten.
Cipkin, Christopher. "Using a Virtual Learning Environment to Integrate Information Skills into the Curriculum: A Subject Librarian's Experiences." SCONUL Newsletter, no. 27 (Winter 2002): 7-10. Also online. Available: http://www.sconul.ac.uk/pubs_stats/newsletter/27/ARTICLE2.PDF (in pdf format)
As a librarian and the music subject specialist, the author describes using Blackboard to develop four units on library and information skills for first and third year musicology students at the University of Reading. With the success of this initiative, the music program now includes library and information technology skills as stated learning outcomes. The course material and worksheets for assignments are on Blackboard. Assignments include developing an annotated bibliography, accessing and critiquing material found via online databases and websites, and preparing a literature review. Handouts with access and support information were distributed in the students' first face-to-face class meeting. Most students managed to complete the material with little intervention, though some students did contact the library for help. Anecdotal feedback indicates that both the students and their academic tutors were pleased with the course. I. Frank.
Cowan, Barbara. "Vigorous Engagement: Distance Learners, Learner Support and Libraries." In Networked Lifelong Learning: Innovative Approaches to Education & Training Through the Internet: Proceedings of the 1998 International Conference held at the University of Sheffield, edited by Sheena Banks, Celia Graebner, and David McConnell. Sheffield: University of Sheffield, 1998, 2.1-2.9.
The results and implications of two University of Sheffield surveys dealing with library service for distance and online learners are presented. One survey addressed the provision of core reading materials for online courses, comparing the advantages and disadvantages of providing recommended readings electronically or via mail study packs. The second survey attempted to get a current snapshot of library support for distance learners in Britain. Among the issues discussed are document delivery, reference assistance, remote access, user education, computing skills training, reciprocal library arrangements, and future directions in library support for distance learners. J. Markgraf.
McDonald, Andrew. "The Human Factors in Developing Electronic Library Services." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 34-40. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/uk2.pdf (in pdf format)
For electronic libraries to be successful, we need to adopt new or different organizational and managerial cultures. These human factors involved in creating electronic libraries are what interest the author, Director of Information Services at the University of Sunderland. As many libraries have discovered by trial and error, the development of hybrid libraries has led to a need for librarians with a blend of qualities, able to function in both the analog and digital worlds. In addition to the librarians themselves, the changes needed in the organizational and managerial cultures will have effects upon the parent institution, the library's service culture and values, and library users and suppliers. Somewhat tongue-in-cheek, the author also provides a sample position specification for a digital librarian. B. Reiten.
McDonald, Andrew. "New Library Services for Distance and Lifelong Learners at the University of Sunderland, United Kingdom." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 14-15. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/uk1.pdf (in pdf format)
In his presentation at the ICDE Librarians' Roundtable, the Director of Information Services at the University of Sunderland presents the new services the library has created for distance learners, along with some goals for the future. In addition, he discusses the present and future of the Libraries Access Sunderland Scheme (LASh). In this collaboration, all who live, work, or study in Sunderland have access to the University library, all public libraries, and the four learning centers belonging to Sunderland's Further Education College. This access extends to remote access to a citywide electronic library. B. Reiten.
McDonald, Andrew. Supporting Distance Learners. Keynote paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Available online (in pdf format)
A discussion of what constitutes "distance learning" is undertaken at the beginning of this paper. This discussion is then put into the context of the University of Sutherland (UofS). Approximately 1,000 students at the UofS are classified as distance learners and the number is increasing. Along with this, the UofS is recognized in the United Kingdom as being a leader in attracting students from diverse socio-economic levels. The distance library services at the UofS are outlined, along with the challenges facing the Library in developing appropriate library support for this group of users. Students surveyed on library services suggested that more or better of the following was needed: marketing of services, assistance in using the services, technical support, local library support, and electronic databases. As well, some students expressed interest in an overseas textbook loan service. Finally, other factors in developing successful services are discussed. These factors include following national guidelines (if available), influencing university managers, working closely with academic colleagues, ensuring services are sustainable and affordable, changing the culture of the library, and collaborating with other libraries. J. Wheeler.
Stevenson, Christine. "Distance No Object: Bridging the Library and Information Gap for Distance Learners." SCONUL Newsletter, no. 28 (Spring 2003): 8-11. Also online. Available: http://www.sconul.ac.uk/pubs_stats/newsletter/28/ART4.PDF (in pdf format)
The author describes her work supporting distance learners that is ongoing since the first distance learning courses were offered in 1998 at the University of Sunderland. Based on their reading of a survey done in 1998, librarians recognized that distance learners were required to use library resources in order to successfully complete their course work. Users were interested in getting help to find relevant library and internet-based resources and access to local library services. In response, the library provides services such as online library registration, reference support, document delivery, access to online full text resources, mediated literature searching, and access to local libraries. Information skills training also emerged as an important need. The library is developing and delivering information skills training using WebCT. This strategy is useful for on-campus students as well as distance learners. As a result of this work on behalf of distance learners, the author received the Robinson Award from CILIP, the Chartered Institution of Library and Information Professionals. I. Frank.
Stevenson, Christine. "Information Skills for Distance Learners." Library + Information Update 2, no. 4 (April 2003): 48-49.
Since 1998, librarians at the University of Sunderland have provided services to distance learners, including many overseas students who never visit the main campus. After collaborating with academic staff in developing course content, the library's portfolio of online services included reference service, document delivery services, access to databases and journals, mediated searching, and access to local libraries. Analysis of a survey of distance learning students identified top library priorities to be support of students' information skills through seminars, assistance with database and Internet searching, development of more electronic services, and improved access to local libraries. A discussion of the library's response describes the development of an information skills support section of the website and an accredited WebCT-based module. J. Brandt.
Downham, Gill. "Meeting the Needs of Distance Learners at the University of Surrey: DILIS." ASSIGNation 19, no. 3 (April 2002): 20-22.
Initially established as a pilot project, the Distance Learners Information Services (DiLIS) at the University of Surrey has become an integral part of the library services offered by the university. The author describes the department and it work along with the services offered to the over 1,500 distance learning students associated with the university. The services used most often include the Postal Loan Service and Article Requests. In the upcoming year the Library will be evaluating the service and seeking feedback in order to assess the department and its work. T. Summey.
Fulcher, Glenn and Debbie Lock. "Distance Education: The Future of Library and Information Services Requirements." Distance Education 20, no. 2 (1999): 313-329.
Distance learning systems can be placed in various locations along four continua: contact hours (from none to local groups), personal support (from minimal to extensive), use of technology (from none to high), and time (from open to structured). Courses at the University of Surrey can fall anywhere within these parameters, creating complex library support issues. Following extensive research, both via the available literature and surveys of current distance learning students, the library developed the Distance Learner's Information Service (DiLIS). DiLIS is providing a range of services and evaluating those services throughout a 12-month pilot. Using a theoretical base, as well as case studies within the English Language Institute at the University of Surrey, the authors discuss the role of library support for distance learning as it stands now and where it is likely to go in the near future. B. Reiten.
Fulcher, Glenn. "Library and Information Services Requirements: A Course Developers Perspective." In Library Services for Distance Learners: Proceedings of the Seminar at University of Surrey, 13th January 1999, edited by D. A. Lock. Guildford: Information Services, George Edwards Library, University of Surrey, 1999, 3-8.
Distance learning programs with no onsite equivalent, no required face-to-face contact, and students dispersed among 42 countries pose challenges for those providing library services. The University of Surrey's experiences in providing support for two such programs are described. The author discusses the transformation of the library's role from the provider of "course packets" to that of teacher of information literacy or "information tutor." Those providing library services to students of diverse technological capabilities and resources are cautioned to be cognizant of and responsive to the increasing disparity in access to information. J. Markgraf.
Lock, Debbie and Jennifer Nordon. "Hybrid Librarians and Distance Learners: The Fact Controllers?" New Review of Libraries and Lifelong Learning 1 (2000): 155-172.
Are we truly hybrid librarians yet? Or, as asserted by the authors, are we still the "missing interoperability link" that keeps us in the center of things as the fact controllers? The University of Surrey Library's Distance Learners' Information Service (DiLIS) project provides the framework for this largely theoretical discussion of the current and future states of distance learning librarianship. The DiLIS project was established to determine the specific needs of distance learners and to create those services deemed feasible. After an initial pilot study, the services and DiLIS itself have been integrated into the mainstream of library services at the University of Surrey. B. Reiten.
Lock, Debbie and Jennifer Nordon. "The DiLIS Project at the University of Surrey." In Library Services for Distance Learners: Proceedings of the Seminar at University of Surrey, 13th January 1999, edited by D. A. Lock. Guildford: Information Services, George Edwards Library, University of Surrey, 1999, 13-22.
The George Edwards Library at the University of Surrey conducted a survey to ascertain the information needs and resources requirements of its distance education students. A 12 month pilot project, Distance Learners' Information Services (DiLIS), was established to address the following areas: a written library policy, a postal loan service, a document delivery service, a staffed help line, a literature searching service, a Internet based information service, and user education programs. The initial DiLIS project used post-graduate students, in various locations around the world, studying in four subject areas. The goals of the project were to test new and modified services, to assess the costs of these services, and to develop a service that could be made available university wide. A web site for DiLIS was established to provide students with an information gateway to resources and library and information skills programs. A number of challenges have arisen during the project and will need to be addressed. These include copyright issues, agreements with other libraries to support the students, and authentication problems related to accessing electronic journals and databases from remote locations. A table provides service standards and performance measurements for postal loan service, document delivery service, help-line service, information skills training, and literature searching. Also included is a sample Service Agreement drafted for the DiLIS project. S. Heidenreich.
Mackay, Mary. "Collaboration and Liaison: The Importance of Developing Working Partnerships in the Provision of Networked Hybrid Services to Lifelong Learners in Rural Areas." Library Management 22, no. 8/9 (2001): 411-415.
The article reviews the implications and challenges for management and staff at the University of the Highlands and Islands Millennium Institute (UHIMI) as they strive to implement changes which will support students studying courses in remote, rural communities who previously had little or no library support. The author reflects on the findings of a project that undertook to provide access to networked hybrid resources to their distance students. Increased interaction and partnerships played an important role in the successful implementation of networked learning resources in a distributed environment. The article focuses on the need for increased interaction between all sites and staff involved in the implementation and provision of networked resources: senior management, academic staff, lecturers, technical and library staff and the increased use of technology to facilitate this. Implications for staff development and training in a distributed networked environment such as the UHIMI are also examined. F. Devlin.
Mackay, Mary. "The Provision of Networked Access to Hybrid Resources at Small or Remote Sites." Library Management 22, no. 1/2 (2001): 26-29.
The University of the Highlands and Islands (UHI) has the responsibility for providing educational access to those living in some of Scotland's most remote areas. Partnering with thirteen colleges within those areas, they are testing the HyLiFe Project (Hybrid Library of the Future). Central to the provision of educational support is the creation of purpose-built learning centers throughout the region. These centers serve as the technological connections in the UHI/Scottish Telecom wide area network, allowing remote students access to training rooms, computers, videoconferencing, and web access. The author discusses the services provided for print and electronic resources, as well as looking forward to a national network of learning centers. B. Reiten.
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Kreszock, Martha H. "Greetings from the Mothership: Library Services for Off-Campus Students." Teaching and Learning at Appalachian 6 (2001-2002): 13-15. Online. Available: http://www.hubbard.appstate.edu/fad/tla/2002.pdf (in pdf format)
The library services developed for off-campus students at Appalachian State University are described by the author in the first person. Among the topics she discusses are: the library-wide approach to off-campus services, web resources, document delivery, electronic reserves, reference services, staffing, and library instruction. The author emphasizes that the library is committed to providing off-campus students with an equitable level of service to reinforce that they are not second-class citizens but rather part of the Appalachian family. A. Slade.
Barnard, John. "Distance Learners Use of the Internet and Academic Libraries: Supplement or Replacement?" In ED-MEDIA 1999: World Conference on Educational Multimedia, Hypermedia & Telecommunications: Proceedings of ED-MEDIA 99, World Conference on Educational Multimedia, Hypermedia & Telecommunications, Seattle, Washington, USA, June 19-24, 1999, Volume 2, edited by Betty Collis and Ron Oliver. Charlottesville, VA: Association for the Advancement of Computing in Education, 1999, 1396-1397.
Results of an Arizona State University survey to gather data on distant learners' library and Internet use are presented. Results indicate that distance learners rank the Internet as their first information source of choice, followed by academic libraries, personal contacts, public libraries, and personal book collections. Although they didn't rank libraries as their first choice, a majority of respondents agreed that libraries were necessary. Based on the findings, the author advocates the library's role in providing value-added service to assist students in using the overwhelming amount of information to which they have access and to meet increasing expectations brought about by the Internet. J. Markgraf.
Buckstead, Jonathan R. "Developing an Effective Off-Campus Library Services Web Page: Don't Worry, Be Happy!" In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 61-71. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 93-107.
As academic libraries have moved to Web OPACs and a multitude of Web-delivered resources, a well-designed library services Website can provide more effective, integrated access to resources than traditional printed information packets that are cost and workload intensive. In setting out to achieve this objective, the author reviewed many models, representing all levels of higher education. He identifies and describes key components, including essential components, recommended components, and prioritization of content. Further, he emphasizes the need for simple and consistent organization and page layout, a commitment to ongoing updates and maintenance, and a means for users to provide feedback. On the technical side, the paper contains a brief description of minimal hardware and software requirements, including a need for maintaining statistics on the use of the Website. While a well-designed Website can be a highly effective marketing tool, the Website itself must be promoted to distance learning faculty, who in turn can promote it to their students. The author concludes that end users will benefit most from those sites that provide the up-front access to the real content in the most direct way possible. A. Prestamo.
Buchanan, Lori E., DeAnne L. Luck, and Ted C. Jones. "Integraing Information Literacy Into the Virtual University: A Couse Model." Library Trends 51, no. 2 (Fall 2002): 144-166.
The authors detail a graduate level online course in multimedia literacy developed by the user education librarian, the library's webmaster, and a communications professor at Austin Peay State University in Tennessee and which was largely based on the ACRL Information Literacy Competency Standards for Higher Education and the ACRL Instruction Section's Objectives for Information Literacy Instruction. The course evolved from a longstanding collaboration between composition and communications faculty and librarians in developing and team-teaching two humanities courses on campus. Then, after attending an ACRL Institute for Information Literacy Immersion Program, librarians initiated meetings with teaching faculty to discuss incorporating IL outcomes in their classes. The plans for the collaborative online multimedia literacy course were initiated. In the course, students addressed and applied all five IL standards in their group-designed and created web sites as well in their individual web portfolios. Student evaluations of the course were largely favorable with practical suggestions for modifying course content and assignments. The authors offered their own practical recommendations for similar collaborative IL courses, starting with establishing firm connections with teaching faculty and continuing learning more about instructional design and online delivery. P. Ortega.
Calvert, Hildegund M. "Distance Education From a Collections Development Perspective." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 93-99. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 117-126.
This article begins with a summary of the effects of improved technology on customer expectations and on the need for change in library technical services. With the increase in the number of formats for the delivery of information, there appears the need for flexibility in workflow and job skill acquisition in order to effect full access of materials for patrons. As a member of a team involved in expanding online degree opportunities, the author helped the Nursing Department and the libraries apply the ACRL Distance Learning guidelines. Using surveys with students, faculty and in-house monitoring of resource use, the library staff was able to provide a client centered approach to resource selection and delivery. The overall effect of these changes on the collection development staff was to expand collaboration among the other departments of the library and the university. There is also a short discussion of the issues involved with aggregator bundling, complete cataloging, monopoly on journal titles, journals jumping from one aggregator to another, and in-house academic publishing. M. Horan.
Calvert, Hildegund M. "Document Delivery Options for Distance Education Students and Electronic Reserve Service at Ball State University Libraries." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 73-82. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 109-125.
An extensive literature review of the evolution of document delivery services and the growth of distance learning programs sets the stage in this paper. Distance learning programs and existing document delivery services at Ball State University are described. Document delivery services use a combination of the Research Library Group's Ariel software and the National Library of Medicine's DocView software, enabling delivery of articles to distance learning students via email. An Electronic Reserves Working Group was formed in March of 1997, and a pilot program began in spring 1998. During the initial semester, seven instructors placed 69 articles on E-Reserve. In summer 1998 the library migrated to a new automation system, which provided new options for providing access to E-Reserve materials. Web File Manager, a locally developed application, aided in file transfer, password protection, and copyright management. Scanning workflows are described. Use of the E-Reserve system grew 553% from spring 1998 to spring 1999. The author concludes with an exhortation to librarians to be proactive in provision of document delivery services and E-Reserves, or run the risk of being marginalized by commercial services willing to meet these needs. A. Prestamo.
Dorner, Jennifer L., Susan E. Taylor, and Kay Hodson-Carlton. "Faculty-Librarian Collaboration for Nursing Information Literacy: A Tiered Approach." Reference Services Review 29, no. 2 (2001): 132-140.
The librarians at Ball State University in Muncie, Indiana, worked with faculty and healthcare professionals to design and implement a tiered approach for teaching information literacy skills to nursing students. The article described how the undergraduate information literacy training was tied to two required English classes. Just as importantly, additional training was tied to required classes in the School of Nursing's undergraduate degree program, the RN completion program, and the master's degree program. The first of these modules to be developed collaboratively with the nursing faculty was Nursing 605. However, at the time of the writing of the article, full implementation was still a couple years away. J. Tuñón.
Broughton, Kelly. "Our Experiment in Online, Real-Time Reference." Computers in Libraries 21, no. 4 (April 2001): 26-31.
The author highlights the importance of libraries providing online, real-time reference assistance to remote users and describes Bowling Green State University library's experience in implementing chat software to do this. The library chose HumanClick, a software program that at the time was free, for its initial experimentation. The experience of communicating via chat is briefly described; some users are comfortable with the multitasking nature of chat, and one can quickly adapt to this mode of communication. Valuable features such as canned messages and the ability to push Web pages to users are described here, but a major disadvantage encountered was the lack of technical support because the software was free. After their initial experience, the library decided to pursue grant funding to purchase a commercial product, Virtual Reference Desk from Library Systems & Services. While the cost was high, they felt the advantages made it worthwhile. The product, aimed at libraries, utilizes customer call center software, with features beyond traditional chat software - transcripts of reference interactions, statistical reports, the ability to queue users, customization and co-browsing features. The author concludes with two future concerns of the library: the impact on workload and continued funding of the service. M. Feeney.
Washburn, Allyson and Jessica Draper. "80 Miles from the Nearest Library, with a Research Paper Due Monday: Extending Library Services to Distance Learners." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 383-402. Reprinted in Journal of Library Administration 41, no. 3/4 (2004): 507-529.
Brigham Young University supports a large population of distance learners, comprising close half of the student enrollment. The library, in response to the needs of the distance students, created a portal for the students taking English courses integrating an off-campus authentication system for access to electronic resources and library services including email and chat reference. The library also created course specific library pages to be integrated with web based courseware (Blackboard), and publicized to faculty and distance students the availability of the portal and courseware pages. In the final phase of the project, the library conducted extensive usability testing on the portal and specific course pages. This project was funded by an ALA grant funded by SIRSI. C. Biles.
Blakeslee, Sarah and Kristin Johnson. "Using HorizonLive to Deliver Library Instruction to Distance and Online Students." Reference Services Review 30, no. 4 (2002): 324-329.
Information literacy and instruction librarians at California State University, Chico decided to collaborate with selected teaching faculty, using HorizonLive virtual classroom software for convenient and flexible delivery of information literacy concepts to its distance education students. The librarians began by soliciting responses from interested faculty who agreed to participate in the proposal. They researched HorizonLive's capabilities and then selected the course content, using screenshots as the preferred format for the presentation's slides instead of live Web pages. Humorous images and explanatory text were incorporated into the presentation for added interest and clarity. The presentation's slides were then placed in order and recorded; however HorizonLive did not allow for easy editing, once the presentation was initiated. A chat reference component was added in case there were any questions; however, none of the students chose to use the chat feature. The students were given a follow-up quiz via WebCT, which indicated that most had listened and paid attention to the presentation. HorizonLive, albeit cost-prohibitive, was to be easy to use, requiring very little technical expertise or additional software. Overall, the library's project proved successful among the students and faculty who participated. M. Thomas.
Ruttenberg, Judy and Elizabeth Housewright. "Assessing Library Instruction for Distance Learners: A Case Study of Nursing Students." In Managing Library Instruction Programs in Academic Libraries: Selected Papers Presented at the 29th National LOEX Library Instruction Conference, edited by Julia K. Nims and Eric Owen. Library Orientation Series, No. 33. Ann Arbor, MI: Pierian Press, 2002, 137-148.
A California State University, Fullerton, pilot study measured the effectiveness of bibliographic instruction program offered to nursing students residing off-campus and to those studying on-campus. 45 of 57 nursing students responded to a pre/post -test and user satisfaction survey was given at then end of a month-long library instruction module. The same bibliographic instruction session was simultaneously given to on-campus students and was delivered via NetMeeting to the distance students. Results revealed that the control group, the on-campus and off-campus all showed improvement in their post-test scores, as all participants benefited from the bibliographic instruction sessions; however, the satisfaction portion of the survey revealed a slight difference in satisfaction levels among distance versus on-campus students. The authors will use the results and evaluation of this study to further improve real-time instruction and to implement improved technology for electronic delivery. Included in the appendices are the Library skills test and the Satisfaction Survey. M. Thomas.
Manuel, Kate. "Teaching an Online Information Literacy Course." Reference Services Review 29, no. 3 (2001): 219-228.
While academic librarians have been creating Web-based tutorials in support of their institutions' distance education programs for some time, there are relatively few for-credit, distance education, information literacy courses for undergraduate students. The author describes her experience in developing such a course (LIBY 3200) for distance education students at California State University, Hayward. Findings from her experience teaching LIBY 3200 suggest that many students are less prepared to function &endash; technologically and cognitively &endash; in a Web-based distance education environment than might be predicted. Design and delivery of course content proved time-consuming and teaching methods had to be adapted to help the students become autonomous learners, capable of self-directed learning. F. Devlin.
Casey, Anne Marie. "Library Services for Off-Campus Business Professionals." Co-published simultaneously in Journal of Business & Finance Librarianship 7, no. 2/3 (2002): 73-85, and Library Services for Business Students in Distance Education: Issues and Trends, edited by Shari Buxbaum. New York: Haworth Press, 2002, 73-85.
The author gives a history and course description background for the school's extended programs that have been operating since 1971. The Off-Campus Library Services (OCLS) has served these programs since 1976. Beginning with two librarians, one at the school and the other at an extended site in another state, OCLS has grown tremendously, evolving with the needs of their clients and the availability and character of the resources. OCLS now serves over 60 centers throughout the U.S. OCLS offers instruction and reference in traditional and non-traditional ways. It also maintains its own collection of materials with multiple copies for delivery when there are repeating reference questions, such as "business startups" in a particular course. OCLS does not have formal agreements with external libraries, but does resource share and purchase resources for other libraries under particular circumstances. M. Horan.
Casey, Anne Marie and Pamela A. Grudzien. "Increasing Document Delivery to Off-Campus Students Through an Interdepartmental Partnership." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 111-117. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 137-145.
The library at Central Michigan University provides services to off-campus students through a department of Off-Campus Library Services (OCLS). There is a Document Delivery Office (DDO), separate from Interlibrary Loan (ILL) that has sent materials to distance education students. The authors describe the genesis and progress of a partnership between the DDO and ILL. This partnership has increased the fill rate of document delivery to distance students. It has also led to more partnerships between OCLS and other library departments. Since OCLS has its own budget, these collaborations may lead to enhanced services through and increased ability to purchase desirable products for services to students. J. Marshall.
Casey, Anne Marie, Sheri Sochrin, and Stephanie Fazenbaker Race. "Fair is Fair, or is It? Library Services to Distance Learners." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 119-129. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 147-161.
Different types of institutions take different approaches to providing services to distance learners, depending on their resources. The methods used by three different institutions are examined. The first institution discussed is the Florida Distance Learning Reference & Referral Center (RRC), a state-sponsored center created to provide reference and instruction to distance learners at ten universities and twenty-eight community colleges. Although the RRC closed at the end of 2001, it was recognized nationally for its successes during its operation. The second institution discussed is Central Michigan University (CMU), a doctoral/research university with distance students around the world. Some of the challenges at CMU have been student difficulties with the proxy server, teaching the students about library services, and providing reference assistance during the hours needed because of differing time zones. Springfield College, a small private college, is the third institution discussed. To offer remote access services to distance learners, Springfield College's Babson Library has reorganized many of its services and created new ones. A weak point is that of providing library instruction to the remote students. Since traveling to all remote campuses is an impossibility, alternatives such as videos, phone instruction, and the courseware program Manhatten have been explored. The library is hoping to use videoconferencing for instruction when the college's videoconferencing facilities are completed. A. Lawrence.
Ivanitskaya, Lana, Ryan Laus, and Anne Marie Casey. "Research Readiness Self-Assessment: Assessing Students' Research Skills and Attitudes." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 125-136. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 167-183.
Librarians at Central Michigan University (CMU) created an online assessment tool for their distance students. CMU offers degree programs and courses to students in over sixty centers throughout North America as well as through the web. The librarians involved with instruction for distance students believed that students perceived their research skills were better than they actually were and that the Internet provides more useful information than it does. The librarians wanted an assessment tool that they could use to more effectively reach students with user education. They began their work with a literature review and focus groups to determine key skills and attitudes that should be assessed. They, then, agreed on an assessment format: multiple choice questions about terminology, identifying plagiarism, etc.; hands-on problems to determine facility with databases and searching; and attitudinal measures to explore how and why students use the research methods they do. Since this assessment tool was being created in-house, they also addressed technical and scalability issues, as well as portability from one set of students to another. The librarians believe this tool, the Research Readiness Self Assessment (RRSA) is useful because it provides immediate feedback for students, works as both a pretest and a posttest, is adaptable to different levels and disciplines of students, and is easy for the library to maintain and administer. E. Onega.
Dinwiddie, Mollie and Janice Winters. "Two-Stepping with Technology: An Instructor/Librarian Collaboration in Health Promotion for Baccalaureate Nursing Students." Journal of Library and Information Services in Distance Learning 1, no. 4 (2004): 33-45.
As a result of collaboration between nursing faculty and a librarian, a Blackboard-based project to enhance the learning environment for nursing students was developed at Central Missouri State University. The authors discuss the importance of utilizing collaboration and technology to create learning communities that improve student learning and success. Newly matriculated nursing students are enrolled in a Blackboard course entitled “Research Assistance for Nursing Students,” and remain in this non-credit, extra-curricular “pseudo-course” until graduation. The courseware technology provides an ongoing forum where students are able to access the nursing liaison librarian, their fellow students, nursing faculty, and supplemental research materials at any time during their student career. By instructing students how to use this forum, the librarian facilitates student work on a specific “health promotion” research project as well as cultivates personal and institutional links with students and faculty. The results of a questionnaire regarding this Blackboard-based forum are included in the appendix. J. Brandt.
Dinwiddie, Mollie and Linda L. Lillard. "At the Crossroads: Library and Classroom." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 199-211. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 251-267.
Librarians at Central Missouri State University actively participated in nursing and criminal justice courses delivered using Blackboard's course management system. They had roles as co-instructors and provided web pages of useful information. Librarians posted announcements on the student discussion board throughout the semester and contacted each student individually by email to offer direct assistance with research projects. The librarians used several methods of data collection including anonymous survey of 15 questions administered through Blackboard. Overall, students responded positively to the assistance provided by librarians. They found information about accessing library resources from off-campus helpful. More than half found the library's distance education web page useful. Less than 30% of the students were aware of reciprocal borrowing privileges. Students felt comfortable asking for help and overwhelmingly would like the same kind of assistance for other courses. However, 42% of the students had "no opinion" when asked about whether their emailed questions were answered in a timely manner. Students were interested in the idea of "real time" instructional sessions in the future. Half of the students needed to come to the physical library in order to complete their research. Student visits to the library might explain the low number of questions asked by email. Overall the student response to a librarian's intervention in their online courses was positive. I. Frank.
Dinwiddie, Mollie M. and Linda L. Lillard. "Distance Education Library Services: An Opportunity for Personalized Customer Service." In Distance Learning 2001: Proceedings of the 17th Annual Conference on Distance Teaching and Learning, August 8-10, 2001, Madison Wisconsin. Madison, WI: University of Wisconsin-Madison, 2001, 127-131.
Librarians at Central Missouri State University took on the role of co-instructors in online courses to provide personalized research assistance. This service was initially provided to one graduate and one undergraduate nursing class. In 2001, librarians participated as co-instructors in nine online courses in Criminal Justice and Nursing. Librarians sent each student email offering research assistance. They sent announcements to the class as a whole throughout the semester. When surveyed, the students were positive about the support that the librarians offered. Most students agreed that the librarian responded in a timely manner to their queries though 8% either Disagreed Somewhat or Strongly Disagreed. Presumably these students expected a turn-around response time of less than 48 hours. This kind of standard could become difficult to maintain if librarians were involved in many courses. More than half the students Strongly Agreed or Agreed that they were willing to ask the librarian for help. Students indicated that their expectations regarding assistance were met. Many students suggested that they would ask librarians for assistance in the future. The librarians will pursue this active model of providing research assistance to students taking online courses. I. Frank.
Lawson, Mollie D., Linda Lillard, Patricia Antrim, and Susan Morgan. "We're in This Together: Librarians as Co-Instructors With Classroom Faculty for Electronic Delivery." In Distance Learning 2000: Proceedings of the 16th Annual Conference on Distance Teaching and Learning, August 2-4, 2000, Madison Wisconsin. Madison, WI: University of Wisconsin-Madison, 2000, 251-255.
A faculty member in the Nursing Department at Central Missouri State University asked the library's liaison to the department to participate in her Nursing Research course taught through CourseInfo courseware. Co-instructor status gave the librarian full access to course components so she could provide web links tailored to the content and communicate easily with the students via email. She advertised help with research by postings on CourseInfo's announcement board and by emailing each student. Only 52% of the 31 students in this course contacted the librarian, but there might be a future risk of her being overwhelmed by requests. An evaluative survey surprisingly showed only 36% of respondents felt they needed a real time interactive session with the librarian, and only 45% supported the idea of an online tutorial. M. Nolan.
Cullen, Kevin F. and Jennifer S. Kutzik. "Supporting Remote Access to Libraries Resources: After the Proxy Server is Implemented." Internet Reference Services Quarterly 5, no. 1 (2000): 67-80.
The authors provide a history of the changes of the proxy server, Innovative Web Access Management, from 1998 through 1999. Because of a massive flood in the library, the distant learning library program became the lead in delivering materials not just to distant learners, but also to local learners who no longer had access to what had been in the library. The resulting services needs of the University for materials drove the librarians to a new server. This created the need for the librarians to find innovative ways for training users how to authenticate and to communicate when there were problems. Support teams then were able to respond to problems and communicate solutions through a number of avenues, but most specifically through their website. Remote access problem calls were cut in half after website redesign. Cross training on remote access methods, concepts and issues also helped educate users faster. The authors also described some as yet to be solved proxyserver/browser problems, such as AOL. M. Horan.
Stratford, Sandra K. "Surviving a Distance Learning Accreditation Visit." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 377-387. Reprinted in Journal of Library Administration 37, no. 3/4 (2002): 489-501.
Regional accreditation agencies have begun to closely examine the distance education offerings of universities. If the number of distance education courses offered through an institution makes up a large percentage of the entire curriculum, the institution may be subject of a special distance education accreditation review. In 1998 Columbus State University in Georgia became the first higher education institution in the state to undergo a distance learning accreditation review by the Southern Association of Colleges and Schools (SACS). The author describes the preparation for the accreditation review, focusing on the library's participation. She conveys lessons learned through the accreditation visit, and details what the library did right in order to highlight its accomplishments and to be cited as excellent in the exit conference at the end of the accreditation visit. J. Marshall.
Gover, Harvey R. "Library Services for Overlapping Distance Learning Programs of Two Higher Education Systems in Washington State." Advances in Library Administration and Organization 20 (2003): 83-122.
Washington State is a geographically and demographically diverse state and these factors have influenced the locations of higher learning institutions around the state. Two higher education systems that offer distance education programs in the state are the Community Colleges of Spokane (CCS) and Washington State University (WSU). CCS offers its distance education programs via Internet and video taped formats, two way interactive video classes, and correspondence courses. The library services for students in these programs include a library catalog shared by two of the community colleges in the system, toll free telephone numbers, interlibrary loan services, and online reference services. WSU has a main campus in Pullman, four branch campuses, and ten Learning Centers. Distance education students attending WSU are offered web-based courses, video taped courses, courses delivered by an interactive compressed digital television network (WHETS), and face-to-face courses presented at branch campuses and learning centers. Library services for WSU distance students are provided at branch campus libraries and include a shared library catalog, electronic resources, e-mail and telephone reference service, and interlibrary loan and document delivery services. The branch libraries also maintain book and print periodical collections. Tables and figures are included in the article to enhance the narrative and provide statistical data. S. Heidenreich.
Cervone, Frank and Doris Brown. "Transforming Library Services to Support Distance Learning: Strategies Used by the DePaul University Libraries." College & Research Libraries News 62, no. 2 (February 2001): 147-149.
This article concentrates on how the University defined and implemented the equivalency of service standard of the ACRL Distance Learning Services guidelines. This is done essentially by creating greater direct access, by reducing delivery intermediaries and enhancing broadcast of options for service and their implementation by the patron. This is done by expanding digital collections through the use of vendors and digitization, sending materials via the fastest delivery service relative to the user (while keeping copyright issues in mind) and designing websites from the point of view of patron needs. Recommended was increased collaboration with faculty and continuous assessment. The article concludes with the issue of resource concentration in the hands of a few preferred vendors. M. Horan.
Logan, Firouzeh and Erin McCaffrey. "New Partnerships for New Learning." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 207-212. Reprinted in Journal of Library Administration 32, no. 1/2 (2001): 309-318.
After laying the historical groundwork for the implementation of a student centered inquiry based adult learning program, the authors describe the growth of the relationship between the library and classroom faculty. Starting around 1978, the change was incremental, but began to gain momentum in the 1990s with the increase in delivery capabilities and the growth of program. Careful targeting of courses with appropriate resource support encouraged a more collaborative effort in curriculum and strategic planning involving the entire school. M. Horan.
Johnson, Ken. "Library Services for Distance Learners at Drexel University's LeBow College of Business." Co-published simultaneously in Journal of Business & Finance Librarianship 7, no. 2/3 (2002): 141-154, and Library Services for Business Students in Distance Education: Issues and Trends, edited by Shari Buxbaum. New York: Haworth Press, 2002, 141-154.
The author begins by saying that extended services are now a "thriving component" of many business schools. While the school offers other distance programs this article focuses on the business school as offering some standard as well as some unique features. The program offers several personalized workshops and on online webpage specifically for business. One of the workshops is part of a weekend orientation retreat covering all business databases and extended services. There is a book and journal article delivery service with direct requests for books through their web catalog. Electronic reserves are used and proxy server authentication with user setup instructions is used as well for commercial database connections. The business librarian travels to sites, using live demonstrations through dial-up when possible and canned backup ones, when not. Currently there are three colleges with distance programs and the subject librarians in each act as the distance librarian. Distance learning support is embedded in the strategic planning process. The result was a shift to fewer print journals and more electronic subscriptions, and the creation of a new position, electronic resources manager. One limitation is lack of database software support for identifying distance learning students for planning purposes. M. Horan.
Coté, Denise. "The Online College Library: An Exploration of Library Services to Distance Education Students." Community & Junior College Libraries 10, no. 2 (2001): 61-77.
The author gives a systematic description of the services, experiences and recommendations that are an outgrowth of the development of their pilot distance programs. Reference services include in-person, an online form, instant messaging, online chat, WebBoard, Netmeeting, email, and telephone reference. Library cards were issued through the online form. But, the information had to be transferred from the form to the database. A librarian did verification of student registration with the school before a card was issued. For a fee, materials were mailed to homes and could be returned via the mail or dropped off at the schools regional office. They offered course related resource webpages and proxy server help. In the latter case, instructions in both text and image were the most help to students. Instruction took place at the regional center face-to-face. The most effective approach to marketing services was to have library information materials be included in department and college mailings and packets. Inclusion in syllabi and integrated into coursework was most effective in encouraging student use as well as being included on course websites and courseware. Feedback was very important to the program and a survey with response total is included in the article. M. Horan.
Jones, Marie F. "Creating a Library CD for Off-Campus Students." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 137-149. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 185-202.
Originally delivered as a hands-on workshop, this paper describes the theory behind and process of creating a CD including instruction and library information for off campus students at East Tennessee State University. Some of the tutorials are also available online, but the author wanted to accommodate those students with limited bandwidth as well. Based soundly in theory, each tutorial on the CD includes Gagne and Brigg's nine events of instruction. Software used to create the CDs is discussed, as are several tips and suggestions for some advanced PowerPoint features. The author concludes with lessons learned from the project, detailing what would be done differently the next time. P. Pival.
Summey, Terri Pedersen and James Fisk. "Who's Out There in Cyberspace: Profiling the Remote Learner for Service Design." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 389-395. Reprinted in Journal of Library Administration 37, no. 3/4 (2003): 503-513.
Emporia State University's School of Library and Information Management (SLIM) serves students across six states using formats such as weekend intensive courses, interactive video, and web-based courses. In spring of 2000, surveys were completed by 170 of 437 students enrolled in the SLIM program. Students were queried about their ability to access library services, their knowledge of current services, and their opinions about proposed services. 69% of the students work outside the home and 32% are parents of at least one child under age 12. 94% had Internet access. A majority of students were unaware that email reference was offered. Some students were not aware of the remote services available to them. Not all students were confident of their own research skills even though 64% currently work in libraries. Students were interested in "proposed new services" such as extended weekend hours for the Library to accommodate students taking weekend classes, a toll-free number for the Library reference desk; topical pathfinders, online instructional modules, virtual office hours with reference librarians, a distance education web page, and electronic document delivery, and remote access to more full-text databases. The Library implemented many of the changes suggested by the survey. I. Frank.
Ault, Meredith and Rachel Viggiano. "Going the Distance: Traditional Reference Services for Non-Traditional Users." Florida Libraries 43, no. 2 (Fall 2000): 6-7.
Distance Learning library services demand specialized services in order to deliver the promise of a full opportunity to learn to students in those programs. This article examines how the Florida Distance Learning Reference and Referral Center (RRC) works to provide equity for off-campus learners. The role of the Center is to ameliorate the learning needs differences among the students of the Consortium that host the Center and the differences between the resources available at and through each of the member schools. RRC then is a broker whose purpose is to even out those differences in resources and to explain what options are available at their local levels. The Center's use has grown though marketing and expanding their repertoire of contact tools to include toll free calls and chat reference. M. Horan.
Casey, Anne Marie, Sheri Sochrin, and Stephanie Fazenbaker Race. "Fair is Fair, or is It? Library Services to Distance Learners." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 119-129. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 147-161.
Different types of institutions take different approaches to providing services to distance learners, depending on their resources. The methods used by three different institutions are examined. The first institution discussed is the Florida Distance Learning Reference & Referral Center (RRC), a state-sponsored center created to provide reference and instruction to distance learners at ten universities and twenty-eight community colleges. Although the RRC closed at the end of 2001, it was recognized nationally for its successes during its operation. The second institution discussed is Central Michigan University (CMU), a doctoral/research university with distance students around the world. Some of the challenges at CMU have been student difficulties with the proxy server, teaching the students about library services, and providing reference assistance during the hours needed because of differing time zones. Springfield College, a small private college, is the third institution discussed. To offer remote access services to distance learners, Springfield College's Babson Library has reorganized many of its services and created new ones. A weak point is that of providing library instruction to the remote students. Since traveling to all remote campuses is an impossibility, alternatives such as videos, phone instruction, and the courseware program Manhatten have been explored. The library is hoping to use videoconferencing for instruction when the college's videoconferencing facilities are completed. A. Lawrence.
Race, Stephanie F. and Rachel Viggiano. "It's Not BI, It's VI - Virtual Instruction for Distance Learners." In National Online 2001: Proceedings of the 22nd National Online Meeting, New York, May 15-17, 2001, edited by Martha E. Williams. Medford, NJ: Information Today, 2001, 377-383.
The Florida Distance Learning Reference and Referral Center (RRC) provides reference assistance and instruction to distance learners throughout Florida. A pilot project was implemented to provide real-time reference and instruction via chat software. A useful bulleted list of what to consider when choosing chat software is included. RRC's choice was ConferenceRoom Professional Edition by WebMaster, Inc. A screen shot from the software, which RRC customized and called RRChat, is included. Features of the software include: an auditory prompt when users enter the software, and the ability to record conversations and remove users from chat rooms. RRC librarians used RRChat to provide library instruction to distance students. Lessons learned are presented, from requesting that students register for workshops to preparing scripts for teaching online classes. Problems like the inability to browse collaboratively with students and the difficulty in promoting RRC services are described. Additional potential uses of RRChat are offered, such as using the chat rooms as a "student union" for distance students. RRC created two surveys to assess student satisfaction with the chat service; a screen shot of one is included. The authors conclude that RRChat has been an effective way to provide library instruction to distance learners. M. Feeney.
Viggiano, Rachel and Meredith Ault. "Online Library Instruction for Online Students." Information Technology and Libraries 20, no. 3 (September 2001): 135-138.
Librarians at the Florida Distance Learning Library Initiative's Reference and Referral Center (RRC) used chat rooms to offer online bibliographic instruction synchronously to distance learners throughout the state of Florida. ConferenceRoom Professional Edition chat software produced by WebMaster was utilized. The RRC offered RRChat as a pilot service in April of 2000 for real-time reference assistance. Instructional services were used for one-on-one reference help and were used particularly for troubleshooting technical problems for students with only one telephone line. The librarians also offered instructional sessions using chat software. These instructional chat sessions were found to work best when two librarians worked as a team: one to lead the class and the other to help with individual problems and off-topic questions. The authors note that classes that were limited to less than ten students per session also proved more effective. ConferenceRoom software, however, did have some disadvantages. Although it permitted librarians to "push" URLs to students, it was limited by the fact that it did not permit collaborative browsing. Less technologically savvy students often found it overwhelming to try to learn how to use both online databases and chat software simultaneously. Nevertheless, at the time of the writing of the article, the RRC planned to continue to use chat software for bibliographic instruction. J. Tuñón.
Burnett, Kathleen and Marilia Painter. Learning from Experience: Strategies for Assuring Effective Library and Information Services to Web-based Distance Learners. Paper presented at the ACRL 10th National Conference: Crossing the Divide: Denver, Colorado, March 15-18, 2001. Available: online (in pdf format)
A five-year case study of library services for Florida State University (FSU) School of Information Studies distance learning programs provides the context for observations made on the provision of library services for distance learners. The roles of FSU libraries, the Florida Center for Library Automation, the Florida Distance Learning Reference and Referral Center, and the School of Information Studies are described. The results of a "virtual Internship" to provide more personalized distance education library service are discussed. Finally, FSU distance education library services are examined against the ACRL Guidelines for Distance Learning Library Services in areas of management, finances, personnel, facilities, resources, documentation and library education. J. Markgraf.
Dunlap, Steven. "Watch for the Little Red Light: Delivery of Bibliographic Instruction by Unconventional Means." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 221-225. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 279-285.
The librarian at Golden Gate University describes how he was able to use three technologies to reach distance students in the university's CyberCampus. He began providing information in online forums in various Web-based classes and using closed circuit broadcast and video conferencing for online training for short overviews of resources and services available to distance students. Because synchronous library training was no longer an option at Golden Gate University, these technologies allowed the librarian to reach a greater number of students than would be possible otherwise. The author concludes that librarians must be flexible, plan carefully, have at least intermediate computer skills, and work collaboratively with faculty in order to be able to successfully work in these new technological frontiers of library instruction. J. Tuñón.
Dunlap, Steven. "From Isolation to Cooperation: The Changes That Technology Creates in Institutional Culture." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 133-138. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 195-206.
Golden Gate University's University Library added the Innovative Interfaces' "Web Access Management Module" in 1998. Subsequent logistical problems encountered in implementing remote access to online databases brought new opportunities for cooperation with other academic and administrative units of the University. A joint project with the Registrar to provide their CyberCampus' distance education students with bar-coded ids hit many stumbling blocks. Restricting a database to students registered in a particular course was a challenge due to its JavaScript format and the security provisions of the networks students used to connect to it. These experiences point to the importance of inter-departmental cooperation in implementing technological change in a university. M. Nolan.
Sheu, Feng Ru and Paul Alford. "Making Them Work for the IST Online Program: A Case Study." In Annual Proceedings of Selected Research and Development Papers Presented at the 23rd National Convention of the Association for Educational Communications and Technology, Denver, CO, October 25-28, 2000. ERIC ED 455 793.
Understanding the needs of participants in distance education programs is an important component in planning for library services to students and faculty. The Instructional Systems Technology (IST) program at Indiana University (IU) offers online distance education curricula. The authors, both graduate students at Indiana University, surveyed distance education students, faculty, administrators, and librarians with the intent of identifying important library services for all groups. Through a literature review and brainstorming the authors identify six categories of library services for distance learners. They interviewed thirteen people who were involved at a variety of levels with the IST program and the library, and then administered a written survey. The results are ranked by level of importance. The authors also discuss the differing expectations of distance education students and faculty as compared to librarians. They also comment on the services offered through the IU Libraries and identify needs that should be addressed. J. Marshall.
Haynes, Anne. "Distance Learning Library Services: Challenges and Opportunities for an Academic Library System." Indiana Libraries 21, no. 1 (2002): 6-10.
Standards and models of service for distance education students are set by a number of accrediting and professional organizations. Indiana University - Bloomington (IUB) uses an integrated approach for providing library services to its distance education students where these services are an extension of the services available to students and faculty on campus. There are a number of challenges, and opportunities, associated with providing library services to IUB distance education students. The first challenge is to identify the distance education student and faculty population and this provides the distance education librarian the opportunity to interact with faculty teaching distance education courses. Distance education students often do not use the library services provided for them and this presents an opportunity to publicize and customize library services. Another challenge for IUB is to address the lack of uniform access to electronic resources. In order to keep from being isolated in her position as distance education librarian, the author works to inform her colleagues in the library about distance education library issues and serves on campus committees concerned with distance education. S. Heidenreich.
Dority, Kim and Martin Garnar. "The Electronic Global Library of Jones International University." Advances in Library Administration and Organization 17 (2000): 93-107.
The history, development, and philosophy of the e-global library at Jones International University (JIU), a distance education university, are described. All the major components of e-global library (bibliographic instruction, reference and research, document delivery, interlibrary loan, and electronic database searching) are explained. Some controversial issues in distance education library services are discussed, including to what extent distance students should be taught how to do their own research, and whether or not to refer students to "victim libraries," or students' local libraries, to supplement their institutions' library resources. A section on the research agenda outlines a number of questions that need to be addressed as e-global library develops further. The future of distance education in the United States is discussed. References are included. A. Haynes.
Heilig, Jean M. "E-Global Library: The Academic Campus Library Meets the Internet." Searcher: The Magazine for Database Professionals 9, no. 6 (June 2000): 34-43.
The author, Director of Research and Information for e-global library, describes the expansion and development of this electronic library, first developed for Jones International University (JIU) in 1999. e-global library was initially intended as the library system for the students of JIU, a distance university. One year after its beginning, it was marketed as an enhanced service to other institutions, such as other virtual universities, corporate universities, the military, and others without a means for offering library services to their distance students. The staff are professional librarians with subject expertise in business, general reference, government, humanities, science and technology, and social sciences. The six primary components of e-global library are described: bibliographic instruction, research assistance, core collection of research materials (including details on the collection development policies), access to electronic databases, reference assistance, and document delivery management. Future plans and challenges, such as competition with other electronic library initiatives such as Questia, XanEdu, and Fathom, are discussed. A. Haynes.
Helfer, Doris Small. "Has the Virtual University Library Truly Arrived?" Searcher: The Magazine for Database Professionals 7, no. 8 (September 1999): 62-65.
The increase in distance learning has caused increased demand for the electronic, or virtual, library. Jones International University (JUI) is an online university, established in 1993 and accredited by the North Central Association of Colleges and Schools. The typical student is a working adult with limited time, well-motivated, self-directed learner. Computers with high-speed Internet access are required equipment for JUI students. An essential part of JIU's development was the incorporation of an electronic library, named the Electronic Global Library (e-global library), intended to provide not only course-related materials but access to research resources similar to those available to a campus-based university. The e-global library provided bibliographic instruction, reference services, document delivery, interlibrary loan, and database searching. The author describes the attributes of each of these parts of E-Global Library. A. Haynes.
Kelly, Rob. "Virtual Library: Providing Accessible Online Resources." Distance Education Report 5, no. 1 (January 1, 2001): 3, 5.
Students taking courses online or in traditional settings both need access to library resources to complete their course work. While a tremendous amount of information is available on the Internet it is not all reliable or easy to locate. Jones Knowledge has developed e-global library in an attempt to organize Internet resources for students. e-global library has been constructed to assist students of any skill level and includes online tutorials and research guides. The e-global library currently has 2,500 links in its Internet research collection. Information on financial aid and career development is also available through the e-global library. Three optional services available through e-global library ‰ are on-call reference librarians, core collections of academic databases, and document delivery. Jones Knowledge developed e-global library based on the Jones International University library and will market it to higher education institutions, K-12 schools, corporations, and individuals. S. Heidenreich.
O'Leary, Mick. " e-global library Advances the Virtual Library." Information Today 19 no. 3 (March 2002): 19-20, 46.
The author provides a thorough review of e-global library created by Jones International University, a distance learning institution. e-global library is described as having a click-and-mortar strategy that relies on digital content and, implicitly, print resources that the students will need to access on their own. The "click" part offers digital versions of most library collections and services, including reference and instruction. It is aggregated from public Web sites, proprietary periodical databases, and, for reference and instruction, internally created content (i.e. tutorials and subject-oriented research guides) and a reference hotline. The "mortar" part contains bibliographies of books and journals that the student will seek out at neighboring academic libraries. While e-global library advances the concept of the virtual library, it is not yet ready to replace brick-and-mortar institutions. F. Devlin.
Stockham, Marcia and Elizabeth Turtle. "Providing Off-Campus Library Services by "Team": An Assessment." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 331-343. Reprinted in Journal of Library Administration 41, no. 3/4 (2004): 443-457.
Two librarians at Kansas State University designed and implemented a survey to determine students and faculty awareness of services available to remote users, use of those services, and whether additional services ought to be made available. A web based survey was chosen to minimize costs, and survey questions were modeled from previously published sources. The questionnaire was pre tested by selected faculty and students, and then sent out. The results showed that few students were aware of library services and that most relied on the World Wide Web for research materials, and faculty replies indicated that most respondents did little to no promotion of library services. Commentary from both faculty and students indicated a desire for further advertisement of available library services. At the time of publication, K-State had begun publicity efforts targeted at faculty members. C. Biles.
Hricko, Mary. Developing Library Instruction for Distance Learning. Paper presented at the 6th Annual Mid-South Instructional Technology Conference, Murfreesboro, TN, April 8-10, 2001. ERIC ED 463 729. Also online. Available: http://www.mtsu.edu/~itconf/proceed01/24.pdf (in pdf format)
Videoconferencing, computer-mediated instruction, and Web-based instruction are all methods used by Kent State University librarians to provide bibliographic instruction to distance education students. Videoconferencing uses a system of sending compressed audio and video signals over a dedicated line. Issues to consider when using videoconferencing include: instruction planning, having library staff at remote locations to assist students, completing a trial run of the presentation, and presenting course material in segments during the session. Guidelines for videoconference sessions are detailed. Computer-mediated instruction is done in real time but also requires a great deal of planning and preparation time. Kent State University librarians developed three subject-specific sessions to use via computer-mediated instruction. In this learning environment, interaction is extremely important and different types of interaction are listed and discussed. Web-based instruction can be as simple as "how-to" guides or as complex as course tutorials. When developing Web-based instruction clear objectives should be stated and attention should be given to page design, use of images, and the placement and use of hyperlinks. Regardless of the method chosen for distance education bibliographic instruction it is vital for librarians to collaborate with faculty. S. Heidenreich.
Holmes, Katherine E. "A Kaleidoscope of Learning Styles: Instructional Supports that Meet the Diverse Needs of Distant Learners." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 287-294. Reprinted in Journal of Library Administration 37, no. 3/4 (2002): 367-378.
Before starting to design their library tutorial, the university librarians at Lesley University examined several learning style theories including theories by David A. Kolb and Nishikant Sonwalkar as well as research based on Kolb's findings. The librarians learned that accommodators (what Kolb terms people who prefer to learn from people rather than objects) appeared to have the most difficulties in online classes. Based on these conclusions, the librarians then examined various library tutorials to locate ones that personalized the interactions with students. The three identified as particularly useful were the Blais Tutorial from the Libraries of Claremont Colleges, MAGS (Magician) Tutorial from the University of California Riverside, and TILT from the University of Texas. It was concluded that Sonwalkar's theory that instruction needs to shift away from static approaches and begin providing students with alternative methods of receiving and absorbing information in more personalized, interactive learning environments had important implications for the design of library instruction tools. Armed with these conclusions, the librarians hope that Lesley University will be able to build a library tutorial that is a "kaleidoscope through which students can bring into focus the multiple options of their library research." J. Tuñón.
Holmes, Katherine and Cynthia Farr Brown. "Meeting Adult Learners, Wherever They May Be: If It's Thursday, It Must Be Thermopolis!" In Teaching the New Library to Today's Users: Reaching International, Minority, Senior Citizens, Gay/Lesbian, First-Generation, At-Risk, Graduate and Returning Students, and Distance Learners, edited by Trudi E. Jacobson and Helene C. Williams. The New Library Series, Number 4. New York: Neal-Schuman, 2000, 221-235.
Collaboration between a librarian, Katherine Holmes, and a faculty member, Cynthia Brown, at Lesley College resulted in library research skills being taught in a single class. Eventually, however, their partnership expanded to incorporate library instruction in the core courses for an entire academic program. The two started by co-teaching the Educational Research and Evaluation course, but this expanded when the faculty and librarians collaborated to include technology and library literacy into the core curriculum for Lesley's School of Education. Because classes met at 125 sites for intensive weekend classes, faculty would take library videos and handouts to support this curriculum. The videos, entitled "Look Over My Shoulder", modeled how to search Web-based resources utilizing PowerPoint slides, captured transcriptions of computer transactions, video clips, and narrated voiceovers. Because of the limitations of so many off-campus classes offered during the same weekends, instructors acted "'in loco librarian'". The authors conclude that it is important that library training take a system approach to searching rather than providing instruction that only focuses on how to use specific tools. J. Tuñón.
Wittkopf, Barbara. "Recreating the Credit Course in an Online Environment: Issues and Concerns." Reference and User Services Quarterly 43, no.1 (Fall 2003): 18-25.
In this discussion of the impetus behind, the planning for and the implementation of an online credit information literacy course, the author provides a literature review as well as a case study from Louisiana State University. The author points to revised accreditation standards and state Board of Regents mandate as the driving force behind the curricular change that resulted in the online course. She looks to the literature for criteria in designing the course to ensure that it engages students, promotes interactions between students and faculty, assesses student learning and provides appropriate student support services. The author provides an overview of existing online information literacy tutorials and courses. The LSU course is then described using the same criteria. Among the features of the LSU course are assessment initiatives that include a pre- and posttest, prompt feedback on assignments and exams, and online course evaluations. The use of interactive tutorials and research topics of personal interest to the students address student engagement issues. The author emphasizes effective rather than gratuitous use of technology. J. Markgraf.
Arnold, Judith, Jennifer Sias, and Jingping Zhang. "Bringing the Library to the Students: Using Technology to Deliver Instruction and Resources for Research." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 19-25. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 27-37.
Librarians at Marshall University in Huntington, West Virginia, faced the challenge of delivering information literacy instruction to distance students in a wide range of classroom environments. One solution was to provide instruction using a CD-ROM-based multimedia presentation using such software as Snag It and PowerPoint to simulate live searching. The authors describe how they created these CD-ROM presentations which could also be given to the students to take home and view. Marshall University Libraries also developed a web-based searchable system for users to access full-text databases, find out what journals the library owns, and submit requests for document delivery. Unmediated document delivery is available for faculty, staff, and graduate students through Ingenta, with article costs being covered by the Libraries within set limits. A. Lawrence.
Harrell, Karen J. "Reducing High Anxiety: Responsive Library Services to Off-Campus Nontraditional Students." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 277-285. Reprinted in Journal of Library Administration 37, no. 3/4 (2002): 355-365.
The majority of students at Mercer University's Extended Education Centers are young mothers who both work and go to school full time, factors that often lead to stress and high anxiety. A survey conducted by the University also revealed that most of them have a home computer with Internet access. Malcolm Knowles' adult learning theory of andragogy is examined, along with characteristics of adult learners and elements for instruction design for adults. Possible barriers for adult learners are geography, time constraints, and psychological barriers. For library services to be responsive to adult learners, librarians should be aware of these characteristics and barriers for their nontraditional students. There should also be continuing assessment to determine needs, aggressive marketing of the library's services, bibliographic instruction at convenient times for the students, formalized agreements with community libraries, and provision of services and materials at the time and place of need. A. Lawrence.
Blair, Amy. "...And a Free 800 Line! Managing Technical and Information Support for Distance Education." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 39-42. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 61-65.
In the early nineties, Library Distance Learning Services (LDLS) at Michigan State University was developed in response to the need for extensive off-campus library and information services. An internal grant made it possible to install an 800 number, and LDLS began providing reliable and rapid service in support of the University's off-campus courses and programs. With increased availability of online indexes by the end of the nineties, usage of the 800 line broadened to requests for technical support and research assistance as well as for various types of information delivery. Information about the calls received, the types of distance learning programs served, and plans for the future are discussed. A. Lawrence.
Fraser, Mary G., Shari Buxbaum, and Amy Blair. "The Library and the Development of Online Courses." Co-published simultaneously in Journal of Business & Finance Librarianship 7, no. 2/3 (2002): 47-59, and Library Services for Business Students in Distance Education: Issues and Trends, edited by Shari Buxbaum. New York: Haworth Press, 2002, 47-59.
The Library Distance Learning Services (LDLS) unit at Michigan State University was designed to provide services to support off-campus programs and online courses. Wanting to take a pro-active approach to the planning of services to support the College of Business online programs, librarians at the Gast Business Library interviewed the faculty who were developing courses for the Virtual International Business Academy (VIBA). Results of the interviews are given, and their implications are discussed. It was found that faculty tend to discount the importance of library services to their courses and their off-campus students, yet their courses are very dependent on electronic resources provided through the library and problems occur when those resources change or their format is technologically challenging for the students. Education of the faculty regarding online resources and including copyright regulations will be a part of future outreach initiatives. A. Lawrence.
Austin, Gary L. "Using a 'Summit Meeting' to Negotiate Library Agreements." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 13-18. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 23-29.
To provide adequate library services to distance leaning students, the Camden-Carroll Library at Morehead State University has agreements with five community college libraries and one private college library in the eastern part of Kentucky. In May 1999, librarians from some of these libraries and from others met at Morehead to review the previous agreements and to discuss ways that services could be improved. The discussion centered around such issues as copyright and reserve materials and providing the partner libraries with copies of course syllabi, login to the Camden-Carroll Library's databases, and subscriptions to a few of the journals most requested by Morehead students. An appendix to the article gives a copy of the agreement. A. Lawrence.
Culpepper, Jetta Carol. "Pragmatic Assessment Impacts Support for Distance Education." Collection Management 26, no. 4 (2001): 59-71.
While much has been written on library services supporting distance education, less has been written about assessment of those services, contends the author. A two-year assessment of library support for off-campus students and faculty at Murray State University (MSU) in Kentucky is described. The assessment includes results of a survey, as well as comments and questions received and informal observations made by staff. Results of the study indicate that a majority of students surveyed used a library for research, including school and public libraries in addition to the main campus library and the Kentucky Virtual Library (KVL). Students were most pleased with online resources and least satisfied with monograph collections. Extended-campus faculty and staff indicated high levels of satisfaction with library support and services. Among changes made as a result of the assessment, the MSU library converted CD-ROM subscriptions to Internet subscriptions, posted more instructional and publicity information on its website, and continues efforts to build its book collection. J. Markgraf.
Lockerby, Robin, Divina Lynch, James Sherman, and Elizabeth Nelson. "Collaboration and Information Literacy: Challenges of Meeting Standards when Working with Remote Faculty." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 181-187. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 243-253.
National University in San Diego has had a Library Information Literacy Plan in place since 1999. The plan was revised in 2000, and it has slowly gained strength and profile across the main campus and at the Librarian Information Centers (LICs) supported by the home collection. Success stories from three of the nine LIC librarians are presented, as are challenges to the continued success of this initiative. Major successes discussed include collaboration with administration and faculty, teaching an information literacy course at an off-campus facility, outreach, and assessment of information literacy at remote campuses. P. Pival.
Secord, Anne Marie, Robin Lockerby, Laura Roach, and Joseph H. Simpson. "Strategic Planning for Distance Learning Services." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 305-308. Reprinted in Journal of Library Administration 41, no. 3/4 (2004): 407-411.
National University has 29 distinct centers in California, catering to a primarily adult learners population. The university opened a central library in 2000, along with several satellite libraries, in an effort to improve access to library resources to a population scattered around the state. At the same time, the library staff, with input from faculty and students, created a strategic plan for improving access, changing from bricks-and-mortar to clicks-and-mortar, and fostering communication between the library and its users. C. Biles.
Argentati, Carolyn. Library-University Partnerships in Distance Learning. Paper presented at the 65th IFLA Council and General Conference, Bangkok, Thailand, August 20 - 28, 1999. Online. Available: http://www.ifla.org/IV/ifla65/papers/084-165e.htm
North Carolina State University (NCSU) has an extensive history of distance education, beginning with off-campus credit courses and correspondence courses over seventy years ago. Before 1998, however, only minimal library services were involved. In 1995, a task force recommended that the library designate a liaison for distance education, and today library services and resources are an important part of the University's distance learning. Library initiatives include creation of a department to focus on the development of electronic resources, development of a web tutorial to teach research skills, implementation of electronic reserves, and other services. Two guiding principles for the NCSU Libraries are that services for on-campus and off-campus students should be equal and that technology is not a substitute for human interaction. Instruction, faculty liaison, access to information resources, and reference services are all part of the library services provided. A. Lawrence.
Nutter, Susan K. "Redefining the University Through Educational and Information Technologies: North Carolina State University, Its Libraries, and Distance Education." In Development of Digital Libraries: An American Perspective, edited by Deanna B. Marcum. Westport, CT: Greenwood Press, 2001, 253-271.
North Carolina State University (NCSU) has long been a leader in distance education, as well as in technology. The author describes how the university in the late 1990's explored its readiness to enter the distance education market in a more meaningful and larger scale way. While distance education had held a position of respect by the university for most of its history, new advances in computing and networking offered the potential to increase its outreach, scope, quality, and quantity of programming. The article describes the confluence of the various factors that contributed and led to the debate concerning the degree that NCSU's education programs should be extended beyond its campus. F. Devlin.
Pace, Andrew K. "Distance Learning Service: It's Closer Than You Think." Computers in Libraries 21, no. 4 (April 2001): 49-51.
Distance learning services are not new, just different. Libraries have been giving distance service since bookmobiles began, but now technology allows for electronic reserves, email reference, and many other electronic services. These services that have been put into place to aid distance learning are services that are also enhancing the learning for on-campus students. One of the challenges for both faculty and librarians is to teach technical competence so that students can use effectively the electronic services that are provided for them. Another challenge is the marketing of those services. Library services should be measured by the degree of satisfaction of the users rather than old measures that libraries used in the past. Distance Learning Services at North Carolina State University and similar departments at other academic institutions have spent the last few years focusing on the students, and everyone has benefited. A. Lawrence.
Meyer, Donna K. "Learner-Centered Library Service at a Distance." Advances in Library Administration and Organization 20 (2003): 67-81.
A description is provided of Northcentral University's Electronic Learning Resource Center (ELRC)'s online services to undergraduate and graduate students and their faculty mentors. The librarians employ a variety of tools from the telephone to videoconferencing to provide library services and access to resources twenty-four hours a day, seven days a week. Students are encouraged to develop one-on-one relationships with librarians. Library instruction is available via an online course for students, and a separate course for faculty mentors. The Library provides self-paced tutorials, course-related research guides, a Dissertation Center, etc. Document delivery and other forms are available online. Users are invited to submit suggestions for useful websites to complement licensed databases. Among other promotion efforts, the ELRC sends every student a welcome letter with information about accessing the library. The ELRC staff is dedicated to contributing to Northcentral University's efforts to put students first and provide exemplary online student support. I. Frank.
Adams, Tina M. and R. Sean Evans. "Educating the Educators: Outreach to the College of Education Distance Faculty and Native American Students." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 1-12. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 3-18. Available online. Paper: http://jan.ucc.nau.edu/~rse/OffCampusLibraryServicesPaper1.htm. Power Point Presentation: http://jan.ucc.nau.edu/~rse/Educating_the_Educators_files/frame.htm.
The administration at Northern Arizona University's Cline Library made organizational changes in 2000 to enhance support to off-campus students, especially their large Native American population. The changes integrated services for distance students into existing library departments instead of being handled as a special service. Some of the changes included using web-based document delivery forms, electronic delivery for articles and Ask-A-Librarian rapid response e-mail reference. Although these services helped all off-campus students, the instruction classes have been tailored to suit the learning styles, cultural background, curriculum, and other needs of the Native American students. In addition, the Library has worked actively with the College of Education, a major provider of distance education offered by the University, to increase awareness of the Library's services to off-campus students by offering joint workshops to all full- and part-time faculty. These successful workshops were funded by a grant which covered all the expenses incurred by attendance. E. Onega.
Reeves, Linda A. "Starting Small: Setting Up Off-Campus Library Services with Limited Resources" In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 265-271. Reprinted in Journal of Library Administration 41, no. 3/4 (2004): 355-364.
The author examines recent trends in the growth of distance education in general, and then compares these national trends to her own institution (Northwest Vista College in Texas). Brief summaries of several services offered by the NVC library are given, including providing Access to Materials (predominantly online), Reference Service (via email and Elluminate vClass for virtual reference), Library Instruction (web-based tutorials in HTML), and Targeted Marketing. The focus is on how these services can be delivered by a library with a small budget and a small staff. The conclusion is that quality library services can indeed be offered to distance students 24 hours per day even by a small library with a small budget. P. Pival.
Chakraborty, Mou and Shelley Victor. "Do's and Don'ts of Simultaneous Instruction to the On-Campus and Distance Students via Videoconferencing." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 73-84. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 97-112.
This practical article discusses the evolution of library instruction for distance students in courses offered by the Speech-Language Pathology and Communication Disorders Department at Nova Southeastern University (NSU). The university started offering distance education through compressed video in 1994 and now has an extensive videoconferencing network: about 60 rooms on the network, both at the main campus and various off-campus locations. One of the NSU librarians traditionally offered 1 _ hour bibliographic instruction (BI) sessions to students taking classes offered by this department. She continued this collaboration by adapting her BI program to fit the needs of the students and the instructor's course requirements in two ways. First, the course was being offered in person at the main campus and through videoconferencing at some of the off-site locations. She used videoconferencing software and hardware to present to the off-campus students simultaneously with the on-campus students. She also expanded her BI session into a three-part class, which incorporated comments she had received from previous students and appropriate assignments. She shares some of the challenges she faced with this teaching format, along with recommendations and solutions. E. Onega.
Chakraborty, Mou and Johanna Tuñón. Going the Distance: Solutions and Issues of Providing International Students with Library Services. Paper presented at the AAOU Pre-Conference Seminar on "Outreach Library Services for Distance Learners," February 20, 2002, New Delhi, India. Online. Available: http://www.ignou.ac.in/aaou-pre/Chakraborty.htm
For over thirty years the Library at Nova Southeastern University (NSU) has offered library services to students located around the world. Along with a description of services, problems, solutions and issues are also presented. In particular, the authors' experience with various document delivery models is described. These delivery models include: access to online full-text databases, the scanning of articles, building local research resources, and negotiating formal agreements with local libraries. The pros and cons of each model are presented. Furthermore, the provision of reference and instruction is discussed with an emphasis on the cultural and political sensibilities that colour students' perceptions of library services. Offering library services in the languages of instruction is also briefly mentioned. J. Wheeler.
Chakraborty, Mou and Johanna Tuñón. "Taking the Distance Out of Library Services Offered to International Graduate Students: Considerations, Challenges, and Concerns." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 131-139. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 163-176.
Nova Southeastern University is offering an increasing number of programs globally, challenging the NSU libraries to provide equal or equivalent services to all its students: those enrolled in the international programs, those students who attend classes at the main campus, and distance students in the United States. While trying to offer support services to its international students, the NSU libraries have encountered many problems and tried a number of solutions that are discussed. The telecommunications infrastructure in some countries is not reliable or high-speed, so access to online databases and electronic books is only a partial solution. There are document delivery problems whether the documents are delivered electronically or through the mail. Agreements with local academic libraries have generally not been an option, so NSU set up branch libraries at several of their international sites but these have not been successful solutions either. Trying to provide reference services and bibliographic instruction has brought its own set of problems. Language barriers and cultural expectations are also ongoing issues. A. Lawrence.
MacFarland, Thomas W. Fall Term 1999 Nova Southeastern University Students Respond to a Broad-Based Satisfaction Survey: A Comparison of Campus-Based Students and Distance Education Students. Fort Lauderdale, FL: Nova Southeastern University, 2001. 69 pp. ERIC ED 453 732.
As a part of its reaccreditation process, Nova Southeastern University conducted a broad-based student satisfaction survey. The collected data was divided into two categories according to whether the responding students were campus-based or distance education. Seventeen tables are presented in this report. Some of these tables give characteristics of the student responders themselves, such as gender, race, age, and reasons for attending NSU. The remaining tables compare the responses of the two categories of students to questions about the University, the faculty, academic programs, and available services. Overall the results were positive, but there was some disparity between the two groups of students in their frequency and level of use of library services and in their level of satisfaction with library issues such as training and access to information. A. Lawrence.
Ramirez, Laura L. and Johanna Tuñón. "Considerations, Challenges, and Concerns for Providing Library Services to Nova Southeastern University's Distance Students in Latin American and the Caribbean." In Models of Cooperation in U.S., Latin American and Caribbean Libraries: The First IFLA/SEFLIN International Summit on Library Cooperation in the Americas, edited by Bruce Edward Massis. IFLA Publication 105. Munich: Saur, 2003, 61-66.
Nova Southeastern University, located at Fort Lauderdale, Florida serves international students based in the Bahamas, Dominican Republic, Jamaica, and Venezuela. The students have access to the on-campus facility, formalized arrangements with local and branch library facilities, traditional and electronic document delivery services, and access to online databases. Significant drawbacks that international students face include limited depth in library collections to support graduate level work, document delivery delays, and lack of full-text coverage in electronic databases for certain disciplines, technological barriers, language barriers or cultural differences, and limited opportunities for training through bibliographic instruction. Technology has enabled easier access to electronic materials, online tutorials, and e-mail reference assistance; however, improvements must be made to accommodate international distance students with equal library resources. M. Thomas.
Tuñón, Johanna. "The Impact of Accreditation and Distance Education on Information Literacy." Florida Libraries 46, no. 2 (Fall 2003): 11-14.
Accreditation standards provide impetus for developing and integrating information literacy instruction into the curriculum. The author discusses the effects of the new Southern Association of Colleges and Schools (SACS) standards on library instruction at Nova Southeastern University (NSU). At NSU, the library's distance education unit took over responsibility for library instruction, both on and off campus, resulting in a greater array of instructional options for all students. The author discusses various approaches to instruction, such as one-shot instruction sessions, for-credit courses, and integration of library skills into required courses, emphasizing that there is no single optimal solution. Rather, the nature of individual institutions, programs, departments and libraries will determine the most effective method of offering library instruction. Finally, the author discusses the importance of assessment in meeting new accreditation standards. It is no longer enough to simply offer library instruction; institutions must be able to demonstrate that students are actually learning. J. Markgraf.
Tuñón, Johanna. "Creating a Research Literacy Course for Education Doctoral Students: Design Issues and Political Realities of Developing Online and Face-to-Face Instruction." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 397-405. Reprinted in Journal of Library Administration 37, no. 3/4 (2003): 515-527.
In response to a recommendation received during its reaccreditation process, Nova Southeastern University mandated that library training be provided to all its distance students. Students in NSU's Programs for Higher Education (PHE) were targeted for training using a three-pronged approach that included a one-credit elective course called Information Literacy Skills for Doctoral Students in Education. The PHE administration specified that the course be offered through WebCT. The design and planning process for the course is discussed. The NSU libraries had web-based training materials that already existed, so it was decided to use these as the foundation for the course. The course content was organized, performance-based assignments were created, and the course was implemented in January of 2001. Problems that arose during the first term that the course was taught let to modifications being made for the second term. The course was redesigned to be taught face-to-face at a summer institute for PHE students. The strengths and weaknesses of each method of delivery are discussed. It is also pointed out that academic politics play an important part in instructional design, and librarians must be willing to compromise if necessary to make library training fit into that design. A. Lawrence.
Tuñón, Johanna. Integrating Bibliographic Instruction for Distance Education Doctoral Students into the Child and Youth Studies Program at Nova Southeastern University. Ed.D. practicum report, Nova Southeastern University, 1999. ERIC ED 440 639.
Nova Southeastern University offers a Child and Youth Studies (CYS) graduate degree program for doctoral students. A program of library instruction was developed and was integrated into the curriculum so that these distance education students would be able to use the available online resources to do the research required of them. Some of the challenges to be faced included: (1) students' varying computer and library skills, (2) library understaffing, (3) the wide range of physical facilities for the off-campus classes, and (4) the limited amount of class time allotted to the librarians for instruction. A variety of methods were employed to get the doctoral students the library training they needed. In collaboration with the faculty, face-to-face instruction was given to the students during the orientation at the beginning of their program. Follow-up training was given at the various off-campus sites when the students were starting to do their research. Individualized help was also available through NSU's toll-free number and email. The librarians at Einstein Library worked as a team to develop web pages that gave instruction ranging from the basics of library research to more advanced research skills. To make sure that the students were learning what they needed to know, three assignments were given. When all the training sessions were completed, user satisfaction surveys were conducted. Appendices at the end of this report include the user evaluation, a listing of the web help pages that were created, PowerPoint slides from the bibliographic instruction presentations, the library assignments, and sample handouts. A. Lawrence.
Tuñón, Johanna and Paul R. Pival. "Reaccreditation at Nova Southeastern University: How Reaccreditation Can Create Opportunities for Improving Library Services to Distance Students." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 273-282. Reprinted in Journal of Library Administration 32, no. 1/2 (2001): 409-424.
When Nova Southeastern University went through the reaccreditation process in the 1990s, about one half of its 16,829 students were enrolled in its distance programs. When the University's self-study began in 1992, the Einstein Library was offering a number of support services to distance students, but there were areas where improvement was needed. One problem was the lack of retrospective depth of the library's collection, necessary to support doctoral level programs. Other problems included turn-around time for document delivery, the allocating of funds for distance services, bibliographic instruction, adequate staffing, and availability of resources for students at international sites. Some of these problems were easily solved, but others were more challenging. The reaccreditation process made the University's administration examine and address these problems. From the time that the University began preparing for reaccreditation in 1992 until the process was completely finished in 1999, the Einstein Library's professional and clerical staffs more than doubled, the book collection almost tripled, and the budget for online resources increased by $500,000. After reaccreditation was granted, several follow-up recommendations were made which also involved and benefited the NSU Libraries. A. Lawrence.
Kupferberg, Natalie and Barabara Skunza. "The First Non-Traditional Doctor of Pharmacy Graduates: Their Perceptions of Library Services." Journal of Library and Information Services in Distance Learning 2, no. 1 (2005): 27-39.
This study examines the usefulness and usage of library services for the Ohio State University's first online degree program, a “non-traditional” Doctorate of Pharmacy. In 2001, the Biological Sciences/Pharmacy Library developed new services for students enrolled in this program, including document delivery, a dedicated Web page, and online access to databases, reserve readings, and full-text publications. In 2004, six of the first 14 graduates of the program were interviewed, and their responses are discussed. The library services most used by the students were online databases and full-text electronic collections. The students found little need to use other libraries. A first-year course in literature evaluation enhanced student searching and evaluation skills. All students found the dedicated library Web site, the library orientation, and the email reference service to be helpful. Every respondent indicated it would have been nearly impossible to complete the program without online access to library services. The most common suggestion for enhancing service involved improving the usability of the proxy server. J. Brandt.
Kupferberg, Natalie. "Going Virtual: A Non-traditional Approach to a Pharmacy Degree." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 341-349. Reprinted in Journal of Library Administration 37, no. 3/4 (2002): 437-449.
When Ohio State University's College of Pharmacy decided to offer a full Doctorate of Pharmacy degree through distance education, it fell to the staff of the Biological Sciences/Pharmacy Library (BPL) to set up the needed policies and procedures for library support services. The BPL staff worked closely with the faculty who were a part of the Pharmacy College team. To help support the program, the library purchased MD-Consult and Micromedex to give the students access to drug databases and to the full text of reference books and medical journals. It was decided to use Prospero for direct document delivery to students' computers. An agreement was made with the interlibrary loan department that the BPL staff would mail books directly to the students' homes. Since the distance students were actually getting more services than the on-campus students, it was decided that the web page explaining and linking to these services would be accessed through WebCT. A survey conducted at the end of the first course showed general user satisfaction, but some dissatisfaction with the number of technical problems due to the University's Proxy server. Tips are given for librarians who are facing a similar opportunity. A. Lawrence.
O'Hanlon, Nancy. "Development, Delivery, and Outcomes of a Distance Course for New College Students." Library Trends 50, no. 1 (Summer 2001): 8-27.
In 1999, a faculty Committee on Student Computing Competencies at Ohio State University (OSU) developed a list of recommended computer and research competencies for undergraduate students. In response to a further recommendation of this committee, the University Libraries partnered with OSU's University College, the unit with the majority of freshmen, to develop a one-credit distance course called Internet Tools and Research Techniques. The content of the course was based on existing interactive web-based tutorials. The course lasts for four weeks and does not begin until four weeks into the academic quarter. There are eighteen required assignments that must be completed during that period. Some tables included in the article show student survey results for three quarters, fall 1999 through spring 2000. The survey results indicate information such as the students' reasons for taking the course, their previous computing experience, and the number of hours per day that they spend on the computer. Other tables analyze student performance and report the results of course evaluations. Challenges experienced during the first quarter led to changes being made in succeeding quarters to improve the course. For example, in Fall 1999, the Satisfactory/Unsatisfactory grading system was used, but it was found that some students stopped completing assignments when they had earned enough points to get a Satisfactory. After that, a regular A-E grading system was used. From the beginning, however, evaluations indicated that student expectations for the course were being met. A. Lawrence.
Rodman, Ruey L. "Cost Analysis and Student Survey Results of Library Support for Distance Education." Journal of the Medical Library Association 91, no. 1 (January 2003): 72-78.
In 2001, the Prior Health Sciences Library at the Ohio State University (OSU) provided support for a pilot program of distance-education courses, including the development of a library WebCT presence. Costs to the library to support this program are calculated by analyzing staff time devoted to general librarian activities (such as orientation, training, and web development), e-mail reference service, document delivery, and electronic reserves. Total costs for three courses with twenty students were $1,876.24, yielding an average of $625.41 per course and $93.81 per student. The results of a six-question student evaluation are described, covering reported problems, the library's WebCT presence, orientation sessions, and specific library services. J. Brandt.
Rodman, Ruey L. "The S.A.G.E. Project: A Model for Library Support of Distance Education." Internet Reference Services Quarterly 6, no. 2 (2001): 35-46.
The Office of Geriatric and Gerontology (OGG) at the Ohio State University collaborated with the Prior Health Sciences Library (PHSL) to provide library services to their distance students in the Series in Applied Gerontology Education (S.A.G. E.) courses. WebCT was the selected courseware and the library icon on the main page linked to the following resources and services: document delivery, e-reserves, Ask-a-Health Sciences-librarian, access to PHSL, evaluating websites and a list of web resources. Having a significant role in this collaborative project, the librarian informed the team instructor of virtual library resources and services, created library specific WebPages within WebCT, and instructed the students on using the electronic databases, online catalog, and evaluating websites. The librarian was also involved during the orientation where the distance students coming to campus, had an hour-long BI session. The initial analysis of the S.A.G.E. project revealed that document delivery was the most popular service. Other lesser-used services were e-reserves and Ask-a-Health Sciences Librarian that were already established services. In spite of some maintenance issues (e.g. adding individual patron records, maintaining the library web page within WebCT), the model proved to be successful. Based on this success, the author recommended more research on how libraries could effectively use course authoring software programs. M. Chakraborty.
Prestamo, Anne. "If We Build It, Will They Come?" In National Online Meeting Proceedings - 2000: Proceedings of the 21st National Online Meeting, New York, May 16-18, 2000, edited by Martha E. Williams. Medford, NJ: Information Today, 2000, 313-324.
The Edmon Low Library at Oklahoma State University created its Digital Library Services Unit (DLS) in 1999. The unit's mission and goals were soon established, and it was determined that the unit would act as a coordinator for services provided by other existing library departments. Policies were developed for services such as document delivery and reference. Web pages were created with links to resources, explanations of available services, and a library registration form. To help users determine what periodicals could be accessed through the library, DLS created the Full-Text Periodical Titles & Coverage List. Marketing activities have included distributing informational packets, making presentations to various groups, and establishing lines of communication with program coordinators and faculty. Usage of the library's web pages is documented, and the usage statistics for the DSL web sites during the fall 1999 Semester are given. Plans for the future include promoting netLibrary, adding two additional full-text databases, beta-testing web-conferencing software, and expanding electronic reserves. A. Lawrence.
Wakaruk, Amanda. "Creating a Distance Education Tool-Set for Course Based Business Information Instruction." Co-published simultaneously in Journal of Business & Finance Librarianship 7, no. 2/3 (2002): 131-140, and Library Services for Business Students in Distance Education: Issues and Trends, edited by Shari Buxbaum. New York: Haworth Press, 2002, 131-140.
There are many ways that modern technology can be used to help deliver instruction to students. Three methods of delivery described in this article are videoconferencing, course-based HTML research guides, and web-based tutorials. The videoconferencing takes place from a classroom on campus both to off-campus classrooms by satellite and to students' personal computers over the Internet simultaneously. Students may also attend the sessions in person if they choose. The sessions are interactive through audio transmission from the off-campus sites and through Internet Chat Relay for the Internet students. Many helpful pointers are given for anyone interested in exploring this type of instruction. A second delivery method is the creation of research guides in HTML format that can be made available to students over the Internet and can be customized for particular courses and/or specific groups of students. New guides can be created fairly easily using an HTML template and a standard page layout. Web-based tutorials are a third tool for teaching students. The tutorials can be divided into modules and can cover basic research procedures or they can be subject, course, or resource specific. The three delivery methods described can be used to complement each other and can give students different opportunities for independent learning. A. Lawrence.
Philbert, Medaline. "Bridging the Distance: Pace University Library and Remote Users." Co-published simultaneously in Journal of Business & Finance Librarianship 7, no. 2/3 (2002): 87-98, and Library Services for Business Students in Distance Education: Issues and Trends, edited by Shari Buxbaum. New York: Haworth Press, 2002, 87-98.
Library services provided to distance learning students in two programs of study at Pace University are the focus of this article. The two online programs are the e.MBA (Executive MBA) and the National Coalition for Telecommunications Education and Learning. While the same services that are available to on-campus students are also available to distance students, some adjustments to these services needed to be made to meet the needs of the distance students. For example, web pages were created that were specifically designed to help distance students in these programs access the information they needed when they needed it. Interlibrary loan services were adjusted to allow distance students to receive materials at their home addresses as well as by fax and by email. The library also subsidizes the cost of document delivery services by SUMO Uncover for these students. Reference assistance is available through the use of a toll-free telephone number, an online form for emailing questions to the library, and online research guides. The procedures involved in remote access for students and the ways the library solved remote access problems are also discussed. A. Lawrence.
Moyo, Lesley Mutinta and Ellysa Stern Cahoy. "Meeting the Needs of Remote Library Users." Library Management 24, no. 6/7 (2003): 281-290.
Penn State World Campus students were surveyed to discover their attitudes on the quality and use of available library resources and services. Services include one-to-one reference service that includes the capability of co-browsing. The library has provided research tutorials. While students were generally pleased, they did not always utilize the libraries resources as fully as possible. For example, interlibrary loan use was used by only 16% of those surveyed. Survey results indicate that students are interested in access to more full-text resources along with speedy document delivery for materials not online full-text. Students appreciated point-of-need assistance, including telephone and virtual reference and instructional materials. Students also noted their use of local libraries for both resources and services, and also as a source of quiet study space. I. Frank.
Robinson, Ashley and Daniel C. Mack. "Library Service to Student Athletes: Peripatetic Distance Learners." Journal of Library and Information Services in Distance Learning 1, no. 2 (2004): 5-13.
Due to constant travel and remote training facilities, student athletes share many characteristics with distance learners. Librarians at Penn State University developed a pilot program to help meet athletes' information needs, utilizing materials that are essentially geared for distance learners. Coordinating with the academic support center for student athletes, orientation sessions and a dedicated web page were used to introduce students to library services and specific librarians. An evaluation of the program discusses the role of student reluctance, technology, personal communication and mentoring in outreach programs. While personal contact, telephone, and email were listed as important means for communicating with students, instant messaging was found to be the most effective communication medium. Drawing upon this experience, the authors assert librarians need to understand how students are using new technologies and must use innovative technological solutions to reach distant students. J Brandt.
Heller-Ross, Holly. "Assessing Outcomes with Nursing Research Assignments and Citation Analysis of Student Bibliographies." Co-published simultaneously in The Reference Librarian, no. 77 (2002): 121-140, and Distance Learning: Information Access and Services for Virtual Users, edited by Hemalata Iyer. New York: Haworth Press, 2002, 121-140.
Plattsburgh State University of New York offers an RN-BSN degree for nurses through a distance education program called the Telenursing Program. Citation analysis was chosen as the method to determine the use of library resources by the students enrolled in that program. A review of the literature about citation analysis was conducted and the requirements for library services for distance education students set by various accrediting bodies were examined. Students enrolled in the Telenursing Program voluntarily participated in the citation analysis study by allowing the bibliographies and works cited sections of their research assignments to be analyzed. The information from these documents was entered into a database and statistics were tabulated for the number of different resources used, the currency of the resources used, and the type of resources (books, journals, media, Web resources) chosen by the students. Nursing course assignments were examined to determine the research requirements and expectations of the faculty assigning the research projects. The statistics compiled on the use of published literature by the nursing students indicated only a slight difference in use for on-campus and off-campus students. The study also showed that the type of assignment and the assignment research requirements influenced the students' use of resources more than differences in on-campus or off-campus access to resources. Tables and charts with statistical data are included with the article. S. Heidenreich.
Lee, Marta. "Red, White, and Blues: Library Services to a Satelite Campus." Journal of Library and Information Services in Distance Learning 1, no. 3 (2004): 65-78.
In response to the creation of a new satellite campus, Regent University developed new library services for students in the Washington, DC, area. Initially, the library served these students using programs originally developed for online students, including document delivery, a toll-free reference phone number, and purchasing borrowing cards for local libraries. The author discusses the establishment of a permanent Library Resources Room on the satellite campus, addressing staffing, security, and collection development issues. Procedures for creating a reserve collection, developed in response to an accreditation report, are also described. To evaluate the program, a survey was distributed to students and faculty in 2003. The results describe the level of usage of library services and also identify areas needing improvement, including user training, more assistance from librarians, and advertising. The survey questions and results are included in an appendix. J Brandt.
Riedel, Tom. "Ahead of the Game: Using Communications Software and Push Technology to Raise Student Awareness of Library Resources." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 283-294. Reprinted in Journal of Library Administration 41, no. 3/4 (2004): 375-390.
In January 2000, Regis University, along with two other academic institutions and a software company, became involved in a Learning Anytime Anywhere Partnership project to increase usage on online technologies to improve education. Regis University librarians concentrated on a system to automatically reach students as soon as they registered at the university, contacting the students via email with their student ID number, suggestions for library resources based of field of study, and instructions on how to apply for a library card for remote access. Based on the initial trial period and follow up survey, the messages are a success, although the timing for sending out messages may need to be modified. Sample messages and survey questions are included. C. Biles.
Riedel, Tom. "Added Value, Multiple Choices: Librarian /Faculty Collaboration in Online Course Development." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 369-375. Reprinted in Journal of Library Administration 37, no. 3/4 (2002): 477-487.
The number of students enrolled in online courses at Regis University has increased dramatically in recent years. More than one fourth of the credit hours of Regis' School for Professional Studies (SPS) are now delivered online. A growing concern for the libraries was whether or not these students were aware of the library services available to them and how to use these resources. In fact, the faculty was found to be giving misinformation to the students. As a possible solution to this problem, a series of web-based lists of library resources in a variety of subject areas were created. The faculty were informed about these lists and encouraged to link the appropriate ones to their online courses. The author then offered to work with the course design teams on online course development. This collaboration generally worked very well, but at times both faculty and library expectations were unrealistic. A description is given of the design of three courses to illustrate how the partnership between faculty and librarians incorporated the use of the libraries' resources into the courses. A. Lawrence.
Davis, Hazel M. "Information Literacy Modules as an Integral Component of a K-12 Teacher Preparation Program: A Librarian/Faculty Partnership." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 165-171. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 207-216.
Since its founding in 1978, Rio Salado College has been a nontraditional institution without a physical campus, providing its educational services through print, video, television, CD-ROM, face-to-face instruction in places like schools or shopping malls, and online. There are 26 permanent faculty members and over 700 adjunct faculty. Most of the permanent faculty act as department heads, all of whom are housed in the same building. There is close communication between these faculty, and they often work together in interdisciplinary teams. An example of this collaboration can be seen in a set of information literacy modules that was developed for a post baccalaureate teacher preparation program offered completely online. The program is designed for working adults who have already earned a four-year degree and now want to enter the teaching profession. There are three versions of the teacher preparation program with five courses that are common to all three. An information literacy module was created for each of the five core courses, and a sixth module was created for the Secondary Education students only. Different formats are used for the modules for variety, but each one is an integral part of the course content. The modules cover such topics as online catalogs and e-books, features of electronic databases, newspaper databases, and plagiarism. Future plans are to adapt the modules for courses in other disciplines. A. Lawrence.
Davis, Hazel M. "Distance Learning Students and Library Services: Issues, Solutions and the Rio Salado College Model." Community & Junior College Libraries 9, no. 2 (2000): 3-13.
Rio Salado College was founded in 1978 as a nontraditional college with no physical campus, although a limited number of classes are now offered in the building where the college is headquartered. The library director is one of the 18 full-time faculty department heads. At first, the college's library resources consisted of a small collection of books and videos, mainly intended for faculty and staff support. The students were expected to use the resources of other colleges for their library needs. In the last few years, however, the philosophy has changed and the college has accepted responsibility for library services for its students. When the library created its first web page in 1996, there were links to broad subject categories of selected web sites. Since then, services have expanded to include reference help through an e-mail link and an electronic library of online full-text databases. The library director is a part of the development team for new courses, consulting with faculty chairs regarding assignments and research needs and suggesting resources to support these needs. The library director also runs the copyright department that serves an important function in distance education. A. Lawrence.
Buehler, Marianne A. "Where is the Library in Course Management Software?" In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 55-62. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 75-84.
The Rochester Institute of Technology (RIT) uses two different course management software (CMS) products, FirstClass and Prometheus, for its online courses. FirstClass is used only for online classes taken by distance learners and Prometheus is used for some online courses, blended courses, and on-campus courses. Both CMS products are used behind the scenes and locally named myCourses. The RIT library actively works with the faculty to create links and pathfinders specific to the courses being taught. The library also provides an orientation class for faculty to acquaint them with the services offered by the library. These services include providing links and resources specifically selected for the syllabus, outline of assignments, projects and papers, and lectures of a course, along with appropriate e-reserves. Since most CMS packages do not provide easy linking to library resources by using an icon or an incorporated link to the library, the author recommends working with our colleagues at universities and colleges to encourage courseware companies to add prominent library linking to their software. E. Onega.
Buehler, Marianne, Elizabeth Dopp, Kerry A. Hughes, and Jen Thompson. "It Takes a Library to Support Distance Learners." Internet Reference Services Quarterly 5, no. 3 (2001): 5-24.
Distance learners at Rochester Institute of Technology (RIT) are scattered over 45 states and many countries. Both students and faculty depend almost exclusively on the Internet for their communications. Library resources and services must be available to these students and faculty without regard to time zones or personal schedules. To accomplish this feat, the library uses many types of technology to offer vital services and resources and also to make a continuous effort to educate users on what is available to them. The FirstClass software used by RIT features a bulletin board, online chats, and email. Through the bulletin board segment of the software, the library has a series of brief email messages, each one covering a topic. Users can invite the Distance Learning Librarian to chat and receive immediate online help. Electronic reserves have presented the library with several challenges, such as large numbers of materials with multiple pages that caused download problems for students. Interlibrary loan services work very well through the use of ILLiad and Ariel software and the FedEx delivery service. Other services and resources provided by the library include over 150 electronic databases, several collections of digital images, electronic books, instruction tutorials, course-specific guides to resources, video/audio streamed instruction, and Library News Flash. Library News Flash allows students to subscribe to one or more biweekly mailing list listservs that the library uses to keep students updated on what the library offers. Since it is also crucial for the faculty to be aware of the services and resources available to their students, the Distance Learning Librarian works with them in various ways that are described. Assessment is conducted every mid-quarter through an email survey, resulting in a continuous process of making improvements and creating new services. A. Lawrence.
Zhang, Wenxian. "Developing Web-Enhanced Learning for Information Literacy." Reference & User Services Quarterly 41, no. 4 (Summer 2002): 356-363.
The author discusses the efforts of the Olin Library at Rollins College to incorporate WebCT in its information literacy course, in partnership with the College's Department of Information Technology. The instructor built the course, "Introduction to Information Fluency - Information Research, Evaluation, and Communication," on a plan designed by Associated Colleges of the South (ACS). Rollins College is a member of the ACS consortium, along with fourteen other liberal arts institutions. The article includes the specifics of the pedagogy, organization, communication, and assessment of the course, which would be useful to someone planning to teach an online course. E. Onega.
Ren, Wen-Hua. "Library Services to Distance Learners Across the Pacific." In National Online Meeting Proceedings - 2000: Proceedings of the 21st National Online Meeting, New York, May 16-18, 2000, edited by Martha E. Williams. Medford, NJ: Information Today, 2000, 353-358.
The Rutgers Graduate School of Management offers an International Executive MBA (IEMBA) program to students in China and Singapore, and the John Cotton Dana Library on the Rutgers-Newark campus provides library resources and services to these students. In 1999, student needs were assessed through an emailed survey questionnaire, and the results have been used to provide needed services. A web page created especially for students in the IEMBA program gives information on available student services and gives links to online resources, reference service, and a collection of library research guides specifically for business courses. Since the courses in the IEMBA program are short and intensive, electronic document delivery has replaced the traditional postal delivery for these international students, and reserve materials submitted to the library by the professors are also available electronically. Efforts are being made to partner with local university and research libraries, but one of the biggest challenges is providing library instruction. Two alternatives for instruction that are being considered are videoconferencing and delivering mini-email sessions. Present plans are to conduct periodic needs assessments and to continue to improve these inter-continental library services. A. Lawrence.
Brownlee, Dianne and Frances Ebbers. "Extending Library Boundaries Without Losing the Personal Touch." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 43-47. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 67-73.
St. Edward's University is a small Catholic-affiliated liberal arts university whose library has the reputation of giving a high level of customer service to its users. Along with the university's commitment to double the number of its non-traditional students came the need for the library to expand its services. In 1992, the library's catalog went online and the next year UMI's ABI/Inform and Periodical Abstracts were made available. Since then, the web-based resources offered have continued to increase. During this time, the library staff has continued to make an effort to maintain a close liaison with the students. Personal contact is made with the students at on- and off-site orientations and library instruction sessions. Students who request materials from the library or through interlibrary loan are personally contacted with an anticipated delivery date, due date information, and options for returning the materials. Partnerships have been formed with libraries at the off-campus sites in an effort to give the best service possible to distance students. As the university's off-campus programs continue to grow, the library continues to take a proactive approach to library services. The willingness of the staff to change their roles and to take on additional responsibilities has been vital. A. Lawrence.
Kaufmann, Frances G. "Collaborating to Create Customized Library Services for Distance Education Students." Technical Services Quarterly 21, no. 2 (2003): 51-62.
The evolution of library services for distance education students at Seton Hall University is described. The author explains how--through the collaboration of librarians, technology staff, faculty, and administrators--a rich array of library services supporting distance learners was developed at minimal cost. The services began modestly, in response to the needs of students in a distance education nursing program. A librarian was designated as the distance learning liaison. A customized distance education library web page for the nursing program was developed, and it served as a model for customized websites developed for other Seton Hall distance education programs. In addition to the customized websites, library distance education services included expanded library orientation sessions, research assistance via phone and email, promotion of existing online library services and additions to the online full text collections. J. Markgraf.
Green, Rosemary and Mary Bowser. "Managing Thesis Anxiety: A Faculty-Librarian Partnership to Guide Off-Campus Graduate Education Students Through the Thesis Process." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 265-275. Reprinted in Journal of Library Administration 37, no. 3/4 (2002): 341-354.
The Division of Education of the School of Arts and Sciences at Shenandoah University offers a complete Master of Science in Education program at off-campus sites. Nearly two-thirds of its graduate students are enrolled in this distance program. When these students reach the time in the program when they must complete their thesis requirements, it is possible for them to go through the entire thesis process without interaction with faculty advisors or with their peers. In 1999, a graduate education professor and a graduate instruction librarian formed a team and began collaborating on the four courses that make up the thesis research and composition process. In the fall 2001 term, a pilot study was undertaken to examine the effects of this collaboration on the thesis process. The study examined the effect of the faculty-librarian collaboration in two areas: 1) student anxiety during the literature review process, and 2) the quality of the final literature reviews authored. Although the sample in the study was too small for the results to be conclusive, several trends have been identified that will be tested in the future. It appears that student anxiety during the early phases of the thesis process is unaffected but that the faculty-librarian collaboration acts as an intervention so that the later stages of the process are less anxious for the students. The attention that the students receive in the collaboration effort makes them feel less isolated, and regular and timely feedback adds to their confidence. The survey questions that were used in the pilot study are included in an appendix. A. Lawrence.
Hoffmann, Lynn. Collaborate, Communicate, Celebrate: Successful Delivery of Library Services for the Distance Learner. Paper presented at Distance Learning 2003: The 19th Annual Conference on Distance Teaching and Learning, August 13-15, 2003, Madison Wisconsin. Available online (in pdf format)
Problems accessing library services encountered by nontraditional and distance education students in the Nursing program at Slippery Rock University prompted collaboration between librarians and instructional faculty. Regular meetings between librarians and Nursing faculty were established through which problems with traditional delivery systems were identified and addressed. Collaborative efforts resulted in improved user authentication, increased online nursing journal and book collections, augmented technical support, and expanded levels of reference and instruction services provided online and via fax and toll-free phone. Ongoing communication between librarians and faculty is emphasized as crucial in identifying problems and continually improving library services to distance learners. J. Markgraf.
Nicholas, Martina and Melba Tomeo. "Can You Hear Me Now? Communicating Library Services to Distance Education Students and Faculty." Online Journal of Distance Learning Administration 8, no.2 (Summer 2005). Online. Available: http://www.westga.edu/%7Edistance/ojdla/summer82/nicholas82.htm
When a LibQual survey indicated that many students were unaware of the library's remote resources and services, Slippery Rock University's Bailey Library undertook a project to determine best practices for presenting information for remote users on library websites. They studied the websites of 100 institutions in order to determine library contact information including evidence of a distance learning librarian, information on remote access to databases and other e-resources, interlibrary loan, course-specific pathfinders, and information for "distance education faculty." They also developed a list of questions that users might ask such as "Who can I contact with a reference question?" Findings are presented looking at factors such as size of the collection. For example, they discovered that libraries with a distance education enrollment of 5,001-10,000+ offered the most database tutorials (29%) and course specific pathfinders (42%). They were also likely to designate a distance learning librarian (14%). The authors conclude by suggesting that libraries should provide a distance education or off-campus gateway readily available from the library homepage. I. Frank.
Burggraff, Denise and Mary Kraljic. "Collaboration for Program Enrichment: Exploring JSTOR and Nursing." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 69-75. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 93-100.
The library at South Dakota State University (SDSU) has a close working relationship with the College of Nursing. In 2001, the university received a Project JSTOR Bush and Mellon Foundation grant to be used to enhance the Registered Nurse Upward Mobility Program through combining technological and human components of library services. Nursing faculty, the Distance and Interlibrary Loan Librarian, and the Instructional Designer from SDSU's Information Technologies Center are working together to meet the goals for the grant. The activity plan and timeline that were formulated for the project are shown in an appendix. To accomplish the goals, the project faculty have had to become familiar with JSTOR and its potential, and the librarian has had to become familiar with the RN Upward Mobility Program and its requirements. Learning experiences using JSTOR and other electronic journal resources have been planned for all six courses in the RN program. In an information literacy assessment pre-test given in the first course of the program, students were weakest in the areas of accessing information effectively and efficiently. This project is still ongoing. A. Lawrence.
Bibb, David Darryl. "Distance Center Students Deserve Main Campus Resources." Collection Building 22, no. 1 (2003): 5-9.
A description is provided of Southeast Missouri State University's efforts to provide its distance students with equivalent library services. The university's library developed a four-fold approach: provide online databases; use ILL to delivery materials free of charge to DE students; recycle reference materials with useful information to distance centers; and purchase a new, core collection of reference materials to be available at the distance centers. Most of the databases are subscription databases made available to off-campus students by way of a proxy server, but the library has also provided links to open access online indexes and databases. ILL provides free mailing of books and journals articles to distance students. The first 30 pages of lengthier items, such as ERIC documents, are provided free of charge with a charge of 10 cents for each additional page. The library felt it important to provide print materials so as not to perpetuate the belief that all information can be found on the Internet. Titles of recycled reference materials and those in the purchased core reference collection for distance centers are included in the article. P. Ortega.
Logue, Susan and Barbara Preece. "Instructional Support in the Changing Library Environment." Technical Services Quarterly 17, no. 1 (1999): 13-22.
As of 1999, Southern Illinois University at Carbondale had taken significant and innovative steps to meet the changing needs of their library users. These efforts were facilitated largely through interdepartmental partnerships and reassignment of personnel into shared positions between two departments: Morris Library and Instructional Support Services (ISS). An Assistant Instructional Support Services Librarian was hired to serve as the library's web administrator and to develop web and multi-media projects for the library and for university courses. Also, two librarians were cross-appointed in ISS and the library to review web sites and to develop access to those sites to support distant users. Further partnerships resulted in the development of online ILL request forms, increased access to electronic journals and indexes through creative computer programming (in the absence of a proxy server), and the development of a "Pathfinder" website with links to electronic sources and call number/location information for print materials, and the creation of an electronic reserve service. P. Ortega.
Logue, Susan and Barbara Preece. "Library Services to Support Remote Students." Resource Sharing & Information Networks 14, no. 1 (1999): 41-50.
The library at Southern Illinois University, Carbondale, has sought to meet the changing information needs of distance education by developing partnerships between Instructional Support Services (ISS), which has traditionally provided instructional and technology support for distance faculty, and reference librarians, who have provided reference support to remote students. In 1995, an assistant ISS librarian position was created which was responsible for the library's Web site, for daily operations of ISS, and for working with faculty to develop multimedia and web materials for classes. Also, two reference librarians work equally in ISS and in the library's Public and Collection Development Services in order to enhance reference services. This partnering resulted in a number of finished projects, which include enhanced library web site development, a "Pathfinder Web Site," streamlining the patron authentication process, and simplifying the process of creating and maintaining e-reserves. P. Ortega.
Guillot, Ladonna and Beth Stahr. "A Tale of Two Campuses: Providing Virtual Reference to Distance Nursing Students." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 105-114. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 139-152.
Student enrollment at Southeastern Louisiana University (Southeastern) doubled during the twenty years between 1975 and 1995, which prompted the University to include distance learning opportunities for its non-traditional and part-time students. The Library has supported Southeastern's educational mission by offering bibliographic instruction as a one credit class and course-specific instruction at the request of instructors. To make bibliographic instruction available to distance learners, the distance education librarian, housed at the main library, developed a pilot project with the Health Sciences Librarian, located at one of the remote campuses, to offer instruction to nursing students using the LSSI software, now Tutor.com. The Library had been using LSSI software for online reference up until this pilot project was implemented. The two librarians wanted to enhance the online reference service by making it discipline specific; instructional; by appointment; collaborative among faculty, students, and librarians; and a value-added service for distance learners. The article discusses specific challenges that the librarians and students faced in the first semester of implementation. The service was well-received, but expensive in terms of time, money and personnel. E. Onega.
Casey, Anne Marie, Sheri Sochrin, and Stephanie Fazenbaker Race. "Fair is Fair, or is It? Library Services to Distance Learners." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 119-129. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 147-161.
Different types of institutions take different approaches to providing services to distance learners, depending on their resources. The methods used by three different institutions are examined. The first institution discussed is the Florida Distance Learning Reference & Referral Center (RRC), a state-sponsored center created to provide reference and instruction to distance learners at ten universities and twenty-eight community colleges. Although the RRC closed at the end of 2001, it was recognized nationally for its successes during its operation. The second institution discussed is Central Michigan University (CMU), a doctoral/research university with distance students around the world. Some of the challenges at CMU have been student difficulties with the proxy server, teaching the students about library services, and providing reference assistance during the hours needed because of differing time zones. Springfield College, a small private college, is the third institution discussed. To offer remote access services to distance learners, Springfield College's Babson Library has reorganized many of its services and created new ones. A weak point is that of providing library instruction to the remote students. Since traveling to all remote campuses is an impossibility, alternatives such as videos, phone instruction, and the courseware program Manhatten have been explored. The library is hoping to use videoconferencing for instruction when the college's videoconferencing facilities are completed. A. Lawrence.
Sochrin, Sheri. "Learning to Teach in a New Medium: Adapting Library Instruction to a Videoconferencing Environment." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 321-330. Reprinted in Journal of Library Administration 41, no. 3/4 (2004): 429-442.
With nine remote campuses in eight states, Springfield College librarians faced challenges in providing library instruction to users located away from the main campus. After exploring a variety of remote instruction services, they opted for live videoconferencing as the best compromise, offering both personal interaction and live access to electronic resources. All courses offered at the remote campuses fell under one program, and the library targeted the first required class as the optimal way to make contact with the students. The instruction sessions were well received, but the librarians had to adapt traditional teaching styles to meet the limitations of the system. The largest problem the library faced was new equipment and lack of training and experience on the part of all users, compounded by lack of technical support during class hours. Other problems include time lags, the inability to see well enough to read facial cues, and classrooms not shaped optimally for videoconferencing. C. Biles.
McDonald, Randy and Marthea Turnage. "Making the Connection: Library Services for Distance Education and Off-Campus Students." Texas Library Journal 79, no. 2 (Summer 2003): 50-53.
As well as offering traditional services to the Stephen F. Austin State University's distance learners, the Ralph W. Steen Library offers a range of electronic services such as desktop delivery of interlibrary loans and Web access to bibliographic databases. The Library provides delivery of reserve material to cooperating libraries and participates in workshops for faculty who are developing online courses. This provides an opportunity to market the Library's services and resources including information on reserves, interlibrary loan, document delivery, information literacy, etc. The Library also offers technical support to students using WebCT. To streamline services, the University deployed Campus Pipeline software to provide a portal with a single logon for students. The portal provides access to courses and the library resources. The Library is experimenting with a chat service that is integrated into the portal in order to provide additional avenues for support. I. Frank.
Meola, Marc and Sam Stormont. "Real-Time Reference Service for the Remote User: From the Telephone and Electronic Mail to Internet Chat, Instant Messaging, and Collaborative Software." Co-published simultaneously in The Reference Librarian, no. 67/68 (1999): 29-40, and Library Outreach, Partnerships, and Distance Education: Reference Librarians at the Gateway, edited by Wendi Arant and Pixey Anne Mosley. New York: Haworth Press, 2000, 29-40.
The most traditional way to provide reference service to remote users has been the telephone. Electronic mail is also commonplace as a method for giving reference service but has the disadvantage of not being in real time. In 1998, Temple University Libraries began plans for an Internet chat reference service. Criteria were set and TalkBack, a paging program, was selected as the software that would be used. The Libraries had a link to TalkBack on the home page, and the software was installed on a computer at the reference desk. Usage of TalkBack during the first six weeks exceeded usage of the traditional email. Later when the Temple University Attention to Teaching and Teaching Improvement Center conducted on-campus workshops demonstrating various software, the authors saw the possibility of applying some of the demonstrated software to reference service. Currently, the library is preparing to use Microsoft's NetMeeting software which features chat, whiteboard, application sharing, file sharing, and audio and video sharing. The ways that these features can be applied to reference service are explained. A. Lawrence.
Tipton, Carol J. "Graduate Students' Perceptions of Library Support Services for Distance Learners: A University System-Wide Study." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 261-271. Reprinted in Journal of Library Administration 32, no. 1/2 (2001): 393-408.
The Texas A&M University System is connected by a statewide network called the Trans-Texas Video Conference Network (TTVN). University telecourses are offered through TTVN, but each student in these courses is enrolled through one of the universities in the system. The libraries at each university are primarily responsible for library support for their own distance students. The libraries within the system, as well as a few other libraries, also participate in the TexShare program, a cooperative program that provides statewide licensing of databases, access to library collections, assistance in document delivery, and additional electronic resources. In 1999, a study was conducted to determine how well the libraries throughout the Texas A&M University System were serving the information needs of distance learning graduate students, how aware of available services the distance graduate students were, and how well the distance graduate students perceived that their needs were being met. One hundred thirty-three graduate students participated in the study. A survey questionnaire was administered to the students, asking them about their library use, their satisfaction with library services, computer and Internet access, and demographic information. The survey questions and the results are included in an appendix to the article. Among other things, findings indicate that students are not using available resources to their full potential, and there appears to be a need for more instruction. A. Lawrence.
Liu, Zao and Zheng Ye (Lan) Yang,. "Factors Influencing Distance-Education Graduate Students' Use of Information Sources: A User Study." Journal of Academic Librarianship 30, no. 1 (January 2004): 24-35.
This study, conducted at Texas A&M University (TAMU) at College Station, found, not surprisingly, that graduate distance education students preferred information sources that are fast and easy to use. Internet and electronic library resources were preferred to traditional library resources by most respondents. The study went on to look at specific factors influencing use preferences. Among the findings was a strong correlation between a student's field of study, self-reported level of motivation and information source preference. Humanities and social sciences majors at TAMU were more likely than science and engineering and business and economics majors to choose the library as their primary information source. Similarly, humanities and social sciences majors rated themselves as more intrinsically motivated than did students in the other majors. The authors point to the importance of improving timeliness and ease of access in providing services to distance education students. Detailed statistics and a copy of the questionnaire are included. J. Markgraf.
Landry-Hyde, Denise. "Outreach at a Public, Academic, Regional Library - Texas A&M University-Corpus Christi." Co-published simultaneously in The Reference Librarian, no. 67/68 (1999): 289-298, and Library Outreach, Partnerships, and Distance Education: Reference Librarians at the Gateway, edited by Wendi Arant and Pixey Anne Mosley. New York: Haworth Press, 2000, 289-298.
Outreach efforts by the Bell Library at Texas A&M University-Corpus Christi (A&M-CC) have led to a broader range of resources being available for all its students. The library is a founding member of a consortium of area college/university libraries and hospital libraries, opening up valuable hospital library resources to students and faculty. In addition, Bell Library is paid to run the library operations at a local children's hospital, and the holdings of both libraries are in the university's online catalog. When a local art museum became a partner with A&M-CC, its specialized collection was added to the library's online catalog. Community outreach has resulted in a joint venture with the local public library involving current bestsellers and with the local chapter of the American Association of University Women involving their archives. Extending its outreach beyond the state's borders, the Bell Library has an agreement with the library of the Instituto Technologico y de Estudios Superiores de Monterrey in Mexico. The two libraries share access to their online catalogs, provide reciprocal interlibrary loan services, and even make staff exchanges. The Bell Library also played a role in recovering the manuscripts of a South Texas Mexican-American writer. All these outreach efforts have made it possible for the library to offer a more diverse collection to its users. A. Lawrence.
Hufford, Jon R. "Library Support for Distance Learners: What Faculty Think." Journal of Library and Information Services in Distance Learning 1, no. 3 (2004): 3-28.
In 2001, the Texas Tech University Library surveyed distance learning instructors regarding the last televised or off-campus course they taught. Faculty perceptions of off-campus library services were analyzed by examining twenty-two responses from instructors of graduate and upper-division courses in seven disciplines. Issues discussed include the presence and type of assignments requiring library sources, the role of instructors in informing students about lib-rary sources, and librarian-faculty interaction in course development. Faculty expectations were measured for library services, online access to resources, and student skills. A majority of faculty expected students to use "outside" information sources such as the Internet, periodical articles, books, and electronic journals for their classes. A small but significant number of faculty reported forgoing class assignments (23%) or modifying course content (18%) due to the lack of easily accessible library resources. The survey instrument, consisting of multiple-choice questions and a Likert-scale measure of expectations, is included. J Brandt.
Hufford, Jon R. "User Instruction for Distance Students: Texas Tech University System's Main Campus Library Reaches Out to Students at Satellite Campuses." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 115-123. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 153-165.
Texas Tech University (TTU) used the SACS accreditation process as a time to examine library services for distance learning students at its newly created off-campus sites. The Director of TTU - Hill Country oversees the operations of the three new education centers. She turned to the Library Director for help in assessing library services for distance students and the Library Director, in turn, asked two librarians to visit all three Hill Country sites and evaluate library services and resources. The recommendations that came out of the report were to hire a full-time librarian to provide instruction, reference and collection development for Hill Country students; create a small print reference and reserve collection at each site; and encourage all students to take an introduction to library research class. The recommendation that was immediately acted on was offering a modified version of the existing library research course to distance students. The course was originally taught face-to-face in three sections per semester. The librarians thought that transforming it to be an online class using WebCT would make it more amenable to the Hill Country students. Students at the main campus could also take the class and did in much larger numbers than the distance students. This is attributed to a successful marketing campaign at the main campus and that the Hill Country sites are still new and have low student enrollment. E. Onega.
Hufford, Jon R. "Planning for Distance Learning: Support Services and the Library's Role." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 175-180. Reprinted in Journal of Library Administration 32, no. 1/2 (2001): 259-266.
Texas Tech University began planning its distance learning program in 1996. A description is given of the methods and procedures that are being used to accomplish this goal. When plans are being made for distance learning, the area most often neglected is student support services _ registration, academic counseling, financial aid, bookstore services, timely receipt of instructor materials, access to library and research materials, etc. Texas Tech decided early on to make student support services for distance learners a priority, and its Student Services and Course Management Working Committee was formed in 1998 for that purpose. Since the library has a major role in providing student support services, library services currently being offered and those planned for the future are examined. It is primarily through the Libraries' web site that library services are provided. Web-based electronic resources that require user validation/IP addresses are accessed using Point-to-point Protocol (PPP) accounts provided by the University's Academic Computing Service. Telnet access is also available. Plans are to have a proxy server for the Libraries that will bypass the need for a PPP account. Besides offering email reference assistance, electronic reserves, subject links to Internet resources, an online tutorial, and full-text resources through the web site, the Libraries also provide customized library instruction, an 888 toll-free phone number, and express delivery of library materials. Desktop delivery of articles, remote book renewal, and accessing personal borrowing information are among the services planned for the future. A. Lawrence.
Hufford, Jon R. "The University Library's Role in Planning a Successful Distance Learning Program." Co-published simultaneously in The Reference Librarian, no. 69/70 (2000): 193-203, and Reference Services for the Adult Learner: Challenging Issues for the Traditional and Technological Era, edited by Kwasi Sarkodie-Mensah. New York: Haworth Press, 2000, 193-203.
Texas Tech University's planning for its distance learning program began with a vision statement developed by a committee made up of people from various departments throughout the campus. The committee envisioned that, by the early part of the twenty-first century, Texas Tech should become a national leader in higher education through distance learning. On the recommendation of the committee, a permanent administrative unit was created to be responsible for insuring the university's ability to achieve this leadership position. Since then, several committees have been formed to do the strategic planning that the university feels is necessary. It was decided at the beginning that the distance students must be offered the same quality service that on-campus students receive. Library services that are in the planning stages are a distance learners' web page, an 800 phone number, customized library instruction, and express delivery of library materials. A library card that is electronically transmitted to students is also planned. A library team will be established to coordinate distance services and respond to future needs. A. Lawrence.
Frisby, Anthony J. and Susan S. Jones. "The Initiation of Distance Learning at Thomas Jefferson University: The Library as Integral Partner." Medical Reference Services Quarterly 19, no. 3 (Fall 2000): 19-37.
At Thomas Jefferson University, Scott Memorial Library is just one of four parts of the Academic Information Service and Research (AISR) division which coordinates information and knowledge management for the university. The other three parts of AISR - Education Services, Medical Media Services, and the Office of Academic Computing - provide some services which, at other universities, are considered library services. For example, Education Services provides information literacy instruction and marketing services, and the Office of Academic Computing provides database administration and technical support for all the library systems. Because these four parts of AISR are so closely interrelated, the librarians and library staff sometimes are involved in projects that are not traditionally those of the library. In late 1997, the educational services librarian became a member of the development team formed to design the university's first full-credit distance learning course. The major facets of the development of the course are described. Nine months later, in the fall of 1998, the Nursing Department offered the web-based course for the first time. Seven figures and three tables included in the article show the primary responsibilities of the team members, the number of hours that were devoted to the course's development, instructional strategies, the report for monitoring student progress, and other information that was gathered. Descriptions are given of the roles that librarians and library staff played in the planning, implementation, and ongoing support for the course and its students and faculty. Changes that have been made and future plans are also discussed. A. Lawrence.
Hammond, Carol, Wes Edens, Ann Tolzman, and Catharine Cebrowski. "An International Information Gateway: Thunderbird's Intranet for Teaching, Learning, and Research." Advances in Library Administration and Organization 17 (2000): 67-92.
Graduates of Thunderbird, The American Graduate School of International Management, can speak different languages, understand the customs and cultures of different countries, and have international business skills. Since technology is an essential part of the business world, students are expected to be proficient in the use of various software, hardware, networks, and systems. Thunderbird offers a distance education degree program to students in Mexico and Peru and offers many other opportunities for studying abroad virtually anywhere in the world. The International Business Information Centre (IBIC), Thunderbird's library on the home campus at Glendale, Arizona, offers a large variety of services that are described. To support the school's graduate program, the IBIC makes its resources available to students through My Thunderbird (MTB), a secure web-based intranet that provides features and information based on the security permissions of the user. At first, IBIC was using My Thunderbird only as a gateway to the IBIC catalog, but it is now being used for much more. The IBIC staff has converted all the library's paper forms to electronic ones, so students can now request interlibrary loans and appeal library fines online (Appendices I and II). Rather than providing remote access through a proxy server, IBIC uses a method involving referral URL which is explained. Using ProQuest SiteBuilder, faculty and librarians can do searches on a topic and create an HTML link to the search results, then put the link on the course web page for the students. Faculty enthusiasm for this service has created unprecedented interest in the library. The Information Game (Appendix III), designed by IBIC as a bibliographic instruction tool especially for new students, is on My Thunderbird. IBIC also provides the Global Gateway database to the international business community at large. IBIC's virtual library provides impressive support for its users. A. Lawrence.
Walsh, Robin. "Information Literacy at Ulster County Community College: Going the Distance." Co-published simultaneously in The Reference Librarian, no. 77 (2002): 89-105, and Distance Learning: Information Access and Services for Virtual Users, edited by Hemalata Iyer. New York: Haworth Press, 2002, 89-105.
This article chronicles the genesis and evolution of an information literacy course at Ulster County Community College (UCCC) in New York. The course originally began with an information literacy initiative in 1992. Both librarians and teaching faculty worked collaboratively on the curriculum, content, and teaching. The class was eventually offered online in the fall 1997. Concurrently with the events at UCCC, the SUNY Office of Library and Information Services (OLIS) provided funding to create an online literacy course, which would be made available to all SUNY institutions. The UCCC course was redesigned and became the template for the online information literacy class, which SUNY institutions could download in July 2000. The course contains an introduction (The Information Age) and four modules: Searching Databases, Searching for Library Materials, Searching for Reference Sources - Print and Electronic, and Searching the Internet. The UCCC librarians continue to update the course and incorporate new technologies into the course. E. Onega.
Bremner, Alison. "Letters from America: Developing a Virtual Library for the USA." Impact: The Journal of the Career Development Group 4, no. 6 (November/December 2001): 113-114.
The development of a completely virtual library for the United States Open University (USOU) is discussed. The author is a former librarian with the United Kingdom Open University (UKOU) which, in late 2000, was offered the contract to provide library services for the US Open University. Planning began based on services offered by the UKOU, using also ACRL Guidelines for Distance Learning Library Services. In addition, planners examined services offered at other institutions with distance learners. Initial steps included developing a web site, then locating online resources to be offered by the library. OCLC First Search, EBSCO Academic Search Elite and Business Source Elite, and NetLibrary were selected as initial online collections to support the university's courses. A major consideration in the planning was to ensure that the university and its library met national and regional accreditation requirements. The importance of planning an evaluation of the service is stressed, as well as the importance of not underestimating costs in personnel and resources for a virtual library. P. Ortega.
Higginbottom, Patricia and Edward P. Harris III. "The Virtual Desktop: The Remote Access Solution." Medical Reference Services Quarterly 20, no. 2 (Summer 2001): 1-8.
Lister Hill Library of the Health Sciences at the University of Alabama at Birmingham has created a way for its users to access databases and educational software from remote locations. Although it was initially a labor intensive and costly venture, the results have proven worthwhile. Now in addition to access to electronic databases, remote users also have access to CD-ROM based programs formally available only in the library. The CD-ROM based programs have been made available through the use of a Linux front end and Citrix MetaFrame server which authenticates the user and allows remote access. A Virtual Desktop provides users with an initial screen showing icons and links to all the electronic resources. An authentication process for remote users was developed using the university's databases of students and employees. All licensing agreements with electronic resource vendors were reviewed to insure none were being violated by the new Virtual Desktop system. Use statistics are collected by the authentication server and may be reviewed at any time. A brief discussion of the implementation process used, along with some of the problems encountered, is given. S. Heidenreich.
Koenig, Melissa H. and Martin J. Brennan. "All Aboard the eTrain: Developing and Designing Online Library Instruction Modules." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 331-339. Reprinted in Journal of Library Administration 37, no. 3/4 (2003): 425-435.
With the dramatic increase of students' use of the Internet for research, the authors emphasize the need for increasing visibility of library online resources and services. Coupled with the proliferation of these online resources, librarians must develop effective methods of online instruction. The University of Illinois at Chicago began developing and testing online tutorials in 1999 and discovered that students who took online tutorials actually performed better in post-tests than students who had taken traditional on-campus workshops. P. Ortega.
Cole, Timothy W., Robert S. Allen, and John G. Schmitz. "Building an Outreach Digital Library Collection." Illinois Libraries 82, no. 4 (Fall 2000): 239-250.
A detailed look at the issues related to converting print materials into an organized, indexed, and searchable collection of digital text resources is examined. The authors outline a project initiated at the University of Illinois at Urbana-Champaign (UIUC) to create a prototype online information system from print sources published by the UIUC College of Agricultural, Consumer and Environmental Sciences (ACES). The project involved identifying materials that are used in conjunction with outreach programs and appropriate for this format, taking into account intellectual property issues. Indexing and full text searching were also included in the project. Tables are included in the article to demonstrate which metadata elements were used as well as ISO 23083 Book and Article Tags Indexed. The authors note the difficulty in balancing the labor-intensiveness and cost of constructing an indexed, searchable library with the volume with which relevant online information is being produced. Standards and best practices must continue to be developed for metadata creation and markup schemata in order to ensure greater functionality and ease of use for end-users of digital libraries. P. Ortega.
Kibbee, Jo and Lynn Wiley. "Take Us With You!: Delivering Library Resources and Services to Users in the Field." In Libraries Without Walls 4: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Facet Publishing, 2002, 62-72.
An overview is presented of an innovative program to provide seamless access to library resources and services to university affiliates who are off campus but not in an established distance learning program. These off-campus users include such users as individuals conducting fieldwork, study abroad participants, faculty on sabbatical leave, and others. Begun through an externally funded grant, the University of Illinois at Urbana-Champaign (UIUC) began this "Take Us With You" project in collaboration with other campus agencies. This outreach project attempted a two tiered approach to provide full information to these potential users about available library resources and services, help with technical issues, using other libraries, campus information, etc. Through partnerships with UIUC International Programs and Studies, with campus agencies that support computer use, and other university offices, the library participated in orientation for study-abroad students and emailed faculty about to begin sabbatical with information on the project. Then, a web page was created to provide the same type information as a point of need resource for those already off-campus. P. Ortega.
Searing, Susan E. "All in the Family: Library Services for LIS Online Education." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 295-304. Reprinted in Journal of Library Administration 41, no. 3/4 (2004): 391-405.
Online distance education is an increasingly common method of educating of new librarians, but librarianship offers special challenges in distance education. The information literacy requirements of the curriculum, the need to understand the physical library, and the need to experience the ideals of the profession through interaction with professionals all require greater access to library resources than is the norm among distance education courses. Additionally, the students require access to profession specific literature rarely held by local university and public libraries. The author provides details about the services offered to LIS students enrolled in the LEEP program at the University of Illinois, Urbana-Champaign and observations on usage and appreciation of those services. C. Biles.
Dew, Stephen H. "Documenting Priorities, Progress, and Potential: Planning Library Services for Distance Education." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 173-191. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 217-242.
This is an outline of the plan developed for distance education library services at the University of Iowa. Upon his appointment as the first Coordinator of Library Services for Distance Education, the author researched and wrote this plan. The article discusses his research leading to the plan and its eleven sections, which include objectives, library services (including development of a DE Library Services website), document delivery, user education, reference assistance and consultation, and review and evaluation, among others. The author stresses the importance of frequent revisions to the plan as resources, services and programs change. P. Ortega.
Dew, Stephen H. "Knowing Your Users and What They Want: Surveying Off-Campus Students About Library Services." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 119-132. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 177-193.
The author discusses the issues confronted by the University of Iowa Libraries when a survey was mailed to its off-campus students. In 1998, the UI modified and updated a previous study developed by another library 1992. After pretesting, it was further revised, then received clearance from the university's Human Subjects Office. It was mailed to a large random sampling of off-campus students with a 38.5 percent response rate. The article discusses the survey results and the library services that were initiated because of the survey. Appendices include the survey and its compiled results, its cover letter, and the handout on library services given to off-campus students. P. Ortega.
McLean, Evadne and Stephen H. Dew. "Assessing the Library Needs and Preferences of Off-Campus Students: Surveying Distance Education Students, from the Midwest to the West Indies." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 197-226. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 265-302.
The authors of this paper begin with a review of the literature of assessing library needs of distance students, and then compare the experiences of creating user surveys for students at each of their institutions - U of Iowa (UI) and U of the West Indies (UWI). The U of Iowa conducted surveys in 1998-99 and again in 2003. The latter survey receives much greater coverage here. UI plans to conduct another survey in 2004 to remedy some of the shortcomings of the first two surveys. The UWI survey was conducted in late 2000 as an attempt to learn more about the student population served by the Distance Librarian. Several changes and new services were implemented at UWI as a result of responses to the survey. The paper closes with a comparison of the findings from each of the institution's surveys. The surveys questions and results for each institution are included as appendices. P. Pival.
Burich, Nancy J. "Providing Leadership for Change in Distance Learning ." Journal of Library and Information Services in Distance Learning 1, no. 2 (2004): 31-41.
Because of its reliance on quickly evolving technology, distance learning has accommodated change at a much more rapid pace than is typical in the academy. Required to respond to swift changes in their environment, distance learning librarians are in a position to help lead their libraries and institutions adapt to fundamental changes in higher education. After discussing general definitions and qualities of leaders, the author describes how developing library services for distance learners led to leadership roles at the University of Kansas. Recognizing problems that need to be addressed, taking time to research potential solutions, and devoting energy to implement strategies were highlighted as significant activities for a potential leader. Leadership strategies are highlighted in descriptions of several projects undertaken by the author, including acquiring collections for distance learners, developing electronic reserves, and expanding electronic reference services. In order to help others develop a process and strategy to implement new ideas, the author provides an annotated checklist for initiating and leading change. J Brandt.
Burich, Nancy J. "Blackboard and XanEdu: A New Model for an Old Service." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 77-92. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 101-116.
A pilot project with a university library providing digital course packs for one summer class yielded valuable information on the desirability and limitations of such a service. Conducted during summer semester, 2001, at the University of Kansas, this trial project raised vital questions regarding copyright, fair use, use of materials already acquired by the university with no additional charge to students, creation of templates for faculty to create their own course packs, cost of the service, and alternative models. The university contracted with XanEdu and Blackboard to provide this service. However, the success of the trial and the labor-intensiveness of the service created a demand beyond the resources of the library. Thus, the library has created guides to assist faculty in assembling e-reserve collections on their own and the university is continuing searching for new models to deliver this service. The article includes six appendices: the contract with XanEdu, faculty evaluation of the coursepacks, copyright fees, final report of the trial, lessons learned, and impact of Fair Use guidelines on e-reserves. P. Ortega.
Stratton, John M. "An Information Access Model at a Distant Branch Library." Journal of Library & Information Services in Distance Learning 1, no. 1 (2004): 79-98.
The Regents Center Library (RCL) at the University of Kansas Edwards Campus (KUEC) is a distant branch library that serves the needs of a population of adult students, most of whom are enrolled in graduate programs. The author describes an information access plan developed for the RCL. The University of Kansas libraries have been moving to a collaborative model of collection development, with the RCL included as a partner in the collaboration. The term "information access plan" accurately reflects the RCL's emphasis on access over ownership of materials. He places this plan into the larger context of the challenges that are faced by branch libraries in general, particularly those that do not have a specialized collection or function and are located at a distance from the main library of the university. This article includes a literature review highlighting the most important literature from the past 35 years covering the topic of branch library administration. The author discusses the most significant factors affecting the development of the plan, including the RCL's distance from the main campus, the nature of the programs offered at the KUEC, the evolving definition of distance learners, and the broader planning processes that the University of Kansas. He outlines the potential uses of the plan, and states that trends in the literature indicate that this type of information access plan will fit in will with significant changes in the ways that academic libraries provide information access to their constituents. J. Marshall.
Baird, Constance M. and Pat Wilson. "Distance Learning Librarian: Essential Team Member in Distance Learning Design." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 35-40. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 49-57.
In an effort to provide all distance learning services under one administrative roof, the University of Kentucky created the Distance Learning Technology Center (DLTC) in 1998 and housed it in the university library. The DLTC has four units: Distance Learning Library Services (DLLS), Distance Learning Programs (DLP), Distance Learning Networks (DLN) and Media Design and Production (MDP). The librarian in charge of DLLS serves also as a director of the DLTC, thus facilitating collaboration between the library and the other three principal DL units. This working relationship has aided in providing transparent, equivalent services for DL students. The result has been collaborative projects which included subject-specific e-modules embedded in online courses; the use of interactive video technology to deliver bibliographic sessions; onsite BI sessions by the DL librarian; and print and electronic brochures marketing library services to students and faculty. Directors of the four units have carried this collaboration on up to the international level. P. Ortega.
Lillard, Linda L., Pat Wilson, and Constance M. Baird. "Progressive Partnering: Expanding Student and Faculty Access to Information Services." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 169-180. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 227-242.
Throughout 2003, a pilot project with a distance learning team consisting of a teaching faculty member, a distance learning librarian (DLL), and a distance learning administrator was run at the University of Kentucky. The DLL was given co-instructor privileges for several courses in the BlackBoard course management system, allowing her to be in much closer contact with both the faculty and the distance students than would otherwise have been the case. The DLL incorporated an information literacy module within the course, and several screenshots of this implementation are included. A survey was conducted at the end of each semester to record student reactions to the librarian consultation assignment. The results of the survey indicate that students appreciated the inclusion of the DLL in their courses. The project was considered a success, but some cautionary notes about workload in particular are expressed. P. Pival.
Wilson, Pat. "The Ins and Outs of Providing Electronic Reserves for Distance Learning Classes." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 413-422. Reprinted in Journal of Library Administration 37, no. 3/4 (2002): 537-548.
By fall 2000, the Distance Learning Library Services (DLLS) at the University of Kentucky made available their first electronic reserves. As one of four units within the university's Distance Learning Technology Center, DLLS also is part of the library's Access Services Team. The service began by first setting up an account with the Copyright Clearance Center (CCC) and then establishing policies and procedures for the service. Marketing via a brochure to DL faculty followed. The authors detail challenges encountered and solved in the service, such as budgeting, working with consortiums, functional web forms and links, and maintenance of both a reserves and a rightsholder database. P. Ortega.
Rader, Hannelore B. "A New Academic Library Model: Partnerships for Learning and Teaching." College & Research Libraries News 62, no. 4 (April 2001): 393-396.
In light of the rapidly increasing information environment of the 21st century, libraries and librarians face the challenge of remaining relevant. The author details how the library at the University of Louisville met this challenge through successful partnerships with both on-campus groups as well as off-campus organizations. Through programs supporting information literacy, distance education faculty and students, faculty development, campus wide educational outcomes assessment and other programs, the library has strengthened partnerships with faculty. The Health Sciences Library has built strong partnerships with other constituents, such as area hospitals, to share resources and training. The library has also formed partnerships with student groups, local businesses (to provide contractual information services for them), and with public, school, and statewide libraries. The result of this wide variety of collaborative projects has been to increase the visibility of the library on-campus and in the community and to remain a viable, significant contributor to both. P. Ortega.
Lowe, Susan and Joyce Rumery. "Services to Distance Learners: Planning for E-Reserves and Copyright." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 213-220. Reprinted in Journal of Library Administration 32, no. 1/2 (2001): 319-330.
The authors discuss the e-reserves services initiated by the University of Maine System in response to requests by faculty in support of their coursework. In 1998, two task forces were created to deal with copyright concerns and to implement an electronic reserves system, each of which had direct impact on the other. One source of background information that the task forces used was Columbia University's "Electronic Reserves Clearinghouse" website which aided them in formulating specific questions to be addressed. The committees made recommendations based on feedback to these questions from library administration and staff, and the e-reserves system was implemented. Problems encountered with the system are discussed. The authors emphasize the importance of constant re-evaluation of an e-reserves system, especially in relation to issues of patron accessibility, the need for better hardware and software, and the lack of legislative guidance in the realm of copyright law, distance education, and electronic resources. P. Ortega.
Kelley, Kimberly B. and Gloria J. Orr. "Trends in Distant Student Use of Electronic Resources: A Survey." College & Research Libraries 64, no. 3 (May 2003): 176-191.
The results of a University of Maryland University College (UMUC) survey of student library use and satisfactions are presented. Because UMUC's students take the majority of their classes online as opposed to in a traditional face-to-face classroom, the survey results elucidate library use by distance learners. The findings confirm other studies and observations suggesting that students prefer using online resources to physical library buildings and collections. In exploring eight research questions about library and web usage, the authors found that students ranked full-text library databases and off-campus access to the library catalog as the most useful library services provided. Respondents also indicated a preference for web-based delivery of library instruction over other methods of instruction, and found web-based information about library services more useful than other formats. Other questions revealed that access to more full-text information would compel students to use library services more often and that the students in this study reflect national trends in exhibiting an increased reliance on the free Web resources. The results of this survey are compared to results of a similar survey conducted five years earlier. J. Markgraf.
Ferguson, Jessame, Joel Fowler, Marilyn Hanley, and Jay Schafer. "Building a Digital Library in Support of Distance Learning." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 249-258. Reprinted in Journal of Library Administration 37, no. 3/4 (2003): 317-331.
The authors relate the detailed collaboration which occurred among the administrators and staff of the five University of Massachusetts campuses and their libraries in order to create the UMass Digital Library for that university's distance education students and faculty. Representatives from each campus library served on five task forces whose charges included: joint purchase of resources for collection development, creation of live online reference service, creation of online help guides, development of standards and equipment purchase for digitization of special collections, and website creation and development. The article gives a detailed account of the process that was followed to fulfill each charge. Special attention is also given to the technical aspects of the project. P. Ortega.
Algenio, Emilie R. "The Virtual Reserve Room: Extending Library Services Off-Campus." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 11-18. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 15-25.
The development of an electronic reserves program shared by four department libraries at the University of Massachusetts-Amherst is described. Before the service was implemented, detailed planning resulted in a timeline for the first year of the service, specific equipment to be chosen, a copyright policy, and staffing levels and training. The e-reserves service was introduced in seven carefully selected courses with in-class student surveys aiding in quality control. In all, the pilot progressed through three phases, with the service being adjusted according to challenges and issues confronted. The author offers both lessons learned from this project and advice to other institutions undertaking similar endeavors, including issues such as copyright, funding, staffing, service guidelines, and help for students. The author also lists suggestions for future developments in electronic reserves in general and at UMass Amherst specifically. P. Ortega.
Zilius, Pamela and Deborah Tenofsky. "Remote Real-Time Library Instruction via Cable Television." Research Strategies 17, no. 2/3 (2000): 231-236.
In 1996, a pilot program was conducted at the University of Michigan to provide point of need bibliographic instruction and reference services to distant students through the university's cable television network. The course chosen was a biology course with 70 students and that required two scholarly research papers. Librarians collaborated with the professor and the TA's. The university IT department staff trained librarians, professor and TA's in the necessary technology. At the start of the class, students and TA's were surveyed on their knowledge of library resources. Next, students were required to attend an in-house library session for an introduction to biology resources. After a test period of the technology, a librarian, aided by a computer, a camera, and a visualizer, staffed the cable station during selected lectures and discussion sections to answer any reference/research questions the students had. A posttest was administered to students and TA's which showed increased understanding of most resources. While reaction from students was favorable, the actual level of questions asked in class was low. This was linked to discomfort of all involved with the technology and with appearing on television. Students also commented that the service would be more useful if they had this kind of access with librarians from home. P. Ortega.
Martin, Maria Mathilde. "Adapting Reference for a Unique Group of Distance Learners: Serving the American Institute of Certified Public Accountants (AICPA)." Journal of Library and Information Services in Distance Learning 1, no. 4 (2004): 59-66.
After acquiring the library collection of the American Institute of Certified Public Accountants (AICPA), the University of Mississippi J.D. Williams Library developed reference service for institute members located around the nation and oversees. The library initially incorporated service for AICPA patrons into the reference department, with the accounting librarian and newly-hired doctoral accounting students conducting much of the work. The author describes the role of the reference desk, telephone queries, submissions via fax and email, the development of web pages, and the hiring of additional student staff in meeting the demands of a new, remote clientele. Providing service affected library departments beyond reference, especially Interlibrary Loan, Circulation and Technical Services. Answering AICPA questions included the use of fee-based services and the development of a specialized collection, and eventually the establishment of an office separate from the Reference Department. J. Brandt.
Samson, Sue, Kim Granath, and Erling Oelz. "Bridging Distance and Information." PNLA Quarterly 63, no. 4 (Summer 1999): 23-25.
In 1999, Mansfield Library at the University of Montana embarked on a pro-active partnering with that university's Continuing Education's Distance Education Program to expand usage of library resources and improve document delivery services to distant learners. Collaboration and improved communication with the teaching faculty was considered to be a key element in this initiative. During the initial semester, a printed guide describing how to communicate electronically with the library was given to students in selected classes. Some of the students also attended an on-campus orientation. With that information, the students learned how to access electronic resources and how to initiate document delivery at their computers from the library to their fax machines. Statistics were compiled on materials delivered to students through U.S. mail, fax, and ILL. Questionnaires that were sent at the end of the semester to the participants indicated high levels of satisfaction among students, faculty, and library personnel. From these positive responses, the service was expanded to all distant education classes the following semester. The authors concluded that among the positive results of this active collaboration was the strengthening of the library's request for distant education funding in support of distance learners. P. Ortega.
Adams, Kate E. and Mary Cassner. "Marketing Library Resources and Services to Distance Faculty." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 1-12. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 5-22.
An important aspect of an academic library's marketing plan to off-campus students and faculty can be an assessment of that faculty's needs. The authors used a survey of all distance teaching faculty at the University of Nebraska-Lincoln (UNL) to formulate that library's marketing plan and to inform faculty of the library's resources and services. This article outlines their literature review, research method and results. The survey elicited generally favorable comments from faculty regarding the library's resources and services along with suggestions for improvement, such as problems with the proxy server and databases that are less than user friendly. It also generated comments from some faculty that they were unaware of many of the library's services and electronic resources, thus achieving the survey's other goal of increasing awareness of these services. The survey is included in an appendix to the article. P. Ortega.
Shaffer, Janette, Kate Finkelstein, Nancy Woelfl, and Elizabeth Lyden. "A Systematic Approach to Assessing the Needs of Distance Faculty." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 309-319. Reprinted in Journal of Library Administration 41, no. 3/4 (2004): 413-428.
Distance education at the University of Nebraska Medical Center has grown continuously since the 1960s, but support for remote users at the library has only grown in spots in response to specific demands. In 2001 the library hired a distance services librarian and undertook self-study using focus groups and a survey of faculty course needs in order to create a written remote services plan. Three problems emerged from the results of the self-study. First, the library needed to educate faculty members about student information literacy and to provide library instruction to entire classes improve information literacy, and, second, to publicize distance education services to all users. The third problem was the lack of available electronic resources in health disciplines, which will be remediated as more sources become available. The survey and cover letter is included. C. Biles.
Felts, Jr., John W., "Never Having to Say You're Sorry: An Integrated, WWW-Based Software Solution for Providing Comprehensive Access to Journal Literature." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 239-248. Reprinted in Journal of Library Administration 37, no. 3/4 (2002): 305-316.
In an effort to provide easy access to all formats of journal articles (via e-journals, print, unmediated document delivery, ILL or from collections of regional colleges), the library at the University of North Carolina - Greensboro developed its own software to achieve this goal. Named "Journal Finder," the software initially permitted users to perform a one-option (right truncated title) search for specific journal titles. This was later expanded to allow other advanced searches. Other additions included linking journal titles among various vendored databases. This cross-linking was developed also to allow for article-level access, under OpenURL Standard. On the administrative side, additional search options were provided as well as other features including report creation. For document delivery service (and in some instances in place of ILL), the library chose Infotrieve as its provider. Microsoft's SQL Server was eventually selected as the database server. P. Ortega.
Felts, John. "Now You Can Get There From Here: Creating an Interactive Web Application for Accessing Full-Text Journal Articles From Any Location." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 139-145. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 207-218.
The library at the University of North Carolina - Greensboro set about to provide a searchable, interactive website which would "provide reliable, user-friendly access to full-text electronic journals" for its distance education students. After identifying the technical problems of such an endeavor and then deciding on which options to employ, journal resource selection criteria were established. For example, these required that resources should be free to the user, aggregate databases must have significant full-text content, and no resources with rolling beginning dates would be included. To provide database connectivity through a web interface, Microsoft's Active Server Pages was utilized. The author includes a detailed outline of the steps involved in the creation and implementation of the resulting database and in providing remote access to it. P. Ortega.
Cody, Sue Ann, Dan Pfohl, and Sharon Bittner. "Establishing and Refining Electronic Course Reserves: A Case Study of a Continuous Process." Journal of Interlibrary Loan, Document Delivery and Information Supply 11, no. 3 (2001): 11-37.
The steps and process to establish and maintain an electronic course reserves service are outlined in detail by librarians from Randall Library of the University of North Carolina &endash; Wilmington. Initial development of their electronic reserves began with choosing hardware (computers and scanners) and software and developing a process from initial request from an instructor to place items on the service to removing items at the end of the semester and storing them as inactive for three years. This process included budgeting for copyright permission, developing a method of tracking each item's processing, determining possible availability of an article already in a full text database, building bibliographic records for the e-reserve items, setting up the digitization operation, and testing each item before making it retrievable online for students and faculty. Current and potential future problems discussed are maintaining acceptable turnaround time with last minute reserve lists and from erroneous or incomplete citations from faculty. Another problem is the increasing reluctance on the part of students to access paper reserves after having experienced the convenience of electronic reserves. One of the most worrisome dilemmas is determining how to deal with future increasing costs for copyright permissions. P. Ortega.
May, Frances A. "Library Services and Instruction for Online Distance Learners." In Integrating Information Literacy into the College Experience: Papers Presented at the 30th National LOEX Library Instruction Conference, edited by Julia K. Nims, Randal Baier, Rita Bullard, and Eric Owen. Library Orientation Series, No. 34. Ann Arbor, MI: Pierian Press, 2003, 165-168.
University of North Texas librarians collaborated with teaching faculty to provide library and information literacy skills to students enrolled in an online class, "Issues and Trends in Merchandising and Hospitality Management." The distance students were encouraged to enhance their research skills and foster the habit of reading literature in the merchandising and hospitality industry. To help accomplish this, the librarians created a model using including the information literacy tutorial, TILT, developed by the University of Texas at Austin. In addition, subject guides, developed by departmental library liaisons offered librarian-recommended resources and detailed class pages provided course-specific pages and links to the library's electronic resources, readily available through WebCT courseware. Student and faculty comments revealed appreciation for the tutorial and for the content included within the class pages. M. Thomas.
Thomsett-Scott, Beth. "Yeah, I Found It!: Performing Web Site Usability Testing to Ensure that Students Get the Most Out of the Distance Learning Experience." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 355-364. Reprinted in Journal of Library Administration 41, no. 3/4 (2004): 471-483.
The University of North Texas (UNT) libraries conducted a series of usability testing studies on a pool of undergraduate and graduate students to improve the usefulness of the library website. The author illustrates three techniques for usability testing with her experiences during those studies. Librarians at UNT used a combination of formal usability studies followed by an informal questionnaire, and focus groups. In all cases, the usability studies were designed to promote positive feelings in the participants, including creating a comfortable environment to promote communication and providing chocolate to cheer up participants frustrated in the formal study. The author suggests that cognitive walk-throughs, although not utilized by UNT, are another valuable tool for usability testing. C. Biles.
Barron, Brette Barclay. "Distant and Distributed Learners are Two Sides of the Same Coin." Computers in Libraries 22 no. 1 (January 2002): 24-28.
Faced with the challenge of "taking the distance out" of distance education library services, the author's response was to put it into services for all students, including those on-campus. A discussion of various definitions of distance and distributed learning are presented, with an overview of the University of South Carolina libraries' efforts to address the needs of both. One such effort, an online information literacy tutorial, is described. Examples of information technology applications on campus, such as online registration, the use of BlackBoard courseware, wired dorms, wireless networks, and online ordering and payment systems, that further blur the distinctions between distance and distributed learners are discussed. J. Markgraf.
McCann, Linda. "Developing a Worldwide Distributed Resource to Foster Regional Studies." In Libraries Without Walls 4: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Facet Publishing, 2002, 40-49.
In 1999, a collaborative project between the University of Southern California (USC) and various agencies of the city of Los Angeles and the Los Angeles City Historical Society sought to create a unique online distributed resource. Called the Los Angeles Comprehensive Bibliographic Database, the project combined two separate print bibliography volumes on the history of twentieth century Los Angeles. This article outlines the steps taken. After converting both texts into electronic format, they were merged. Then, database fields were designed, as was a web interface. Tagging the electronic text of the two bibliographies for record entry into the database came next, and the final step involved the creation of a thesaurus based on the indices of the print texts. The article includes recommendations on the design of an online database, direction of such a project, considerations about licensing and copyright, and issues on information retrieval and content standards. P. Ortega.
Casado, Margaret. "Delivering Library Services with Centra Symposium." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 101-109. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 127-135.
The author presents an overview of how she uses Centra Symposium and specifically its feature, Web Safari, in library instruction. The Symposium software is used by the University of Tennessee's Distance Education and some of it s Independent Study units for class presentation as its course management system. Web Safari permits the distance education librarian to escort distant classes to websites. Since there is an audio component, also, students can ask questions during the "safari " and can hear the librarian's answers. The librarian retains control of the students' computers during the tour. The article contains several screen shots of representative screens of Centra Symposium. P. Ortega.
Casado, Margaret. "Delivering Library Services to Remote Students." Computers in Libraries 21, no. 4 (April 2001): 32-38.
The author outlines the history of the University of Tennessee Hodges Library's services to remote students. From two graduate students in the early 1990s providing document delivery and telephone reference to off-campus students to 1995 when the author was hired as its first full-time distance education librarian, the library expanded its services to distance students. In this position, the author started including basic technology skills in instruction sessions with these students. Although students' computer skills have increased dramatically in the intervening years, fax and the telephone remain as heavily used as before if not more so. The author recognizes the potential, however, for chat technology and provides it (AOL chat) in addition to email as a popular means of communication. Software is now used for co-browsing in shared database sessions, and Blackboard's CourseInfo (adopted by the university's evening classes both on and off campus) provides a link to certain library web pages. In addition, videoconferencing for interactive reference sessions with remote class sites is in use, but onsite bibliographic instruction is still given. Future projects and services include online tutorials, CD-ROMs to be given to students at registration, and further development of digital reference services. The author stresses, however, the importance of cooperative agreements with area libraries so that physical collections are available to remote students. P. Ortega.
Ardis, Susan and Jennifer Haas. "Specialized Remote User Education: Web-Based Tutorials for Engineering Graduate Students." Issues in Science and Technology Librarianship, no. 32 (Fall 2001). Online. Available: http://www.istl.org/istl/01-fall/article3.html
At the University of Texas' McKinney Engineering Library, staff actively sought to educate graduate engineering students in obtaining highly efficient information gathering skills. Although these students are mostly quite computer literate, library staff found that they often confused web search engines with online indexes and had limited knowledge of such indexes or how to search them. It was felt that these students' library experiences greatly influenced engineering faculty's opinions of the library and this in turn could impact the library's budget. It was decided to develop a web-based tutorial based on a successful hand-on class to reach as many students as possible. Although UT developed the award winning TILT, it was decided that its undergraduate liberal arts and social sciences slant would not adequately serve graduate engineering students. Microsoft FrontPage was used in developing the tutorial. In addition to material used in the hands-on class, information on finding proprietary product information and patents was included in the tutorial. Named Information Excavation, it contains three parts: Internet searching, searching UT Library resources, and tips for locating engineering resources. Graduate students evaluated the draft tutorial and their suggestions were implemented. The tutorial was heavily marketed to students and faculty, and incentives in the form of small gifts donated by businesses were given to students for completing it. P. Ortega.
McCloskey, Kathleen M. "Library Outreach: Addressing Utah's 'Digital Divide'." Bulletin of the Medical Library Association 88, no. 4 (October 2000): 367-373.
Small hospitals and clinics in rural areas of Utah were experiencing a digital divide in the early 1990's due basically to inadequate funding and lack of access to onsite training. The University of Utah's Eccles Health Sciences Library sought to provide solutions to this problem with an active outreach program. In a collaborative project with several state health agencies and the National Network of Libraries of Medicine, a full time librarian was recruited in 1992 to extend efforts already in motion. Starting with focus groups and a statewide questionnaire sent to all rural health care centers, specific needs were identified, which included local continuing education, more computer access, and current reference materials. Using a circuit rider approach, the librarian traveled to these rural areas to provide formal classes and informal training in information-access skills to health professionals. Support for interlibrary loan services for distance-learning health students was accessed and web pages were created for this. A web page was designed for medical students in residency in rural areas to submit papers, reports and exams and the library checked out laptops to these students for their use. The outreach webpage also provided a database of full-text journal articles for health professionals. Among the awards garnered for these efforts was a Presidential Citation in 1998. P. Ortega.
Cooper, Jean L. "A Model for Library Support of Distance Education in the USA." Interlending & Document Supply 28, no. 3 (2000): 123-131.
In her research, the author discovered that articles on distance education contain few references to library services to off-campus students. She found striking similarities in recommendations made in a 1931 ALA report on library services for extension students with the 1998 ACRL Guidelines for Distance Learning Library Services. Although great strides have been made in the US in meeting these guidelines, she finds that these efforts often fall "into the minimalist end of the spectrum." The University of Virginia's library fulfills ACRL guidelines for off-campus students at its seven regional centers. A faculty-level librarian serves as Coordinator of Continuing Education Library Services, a position co- funded by the library and the Division of Continuing Education. A proxy server provides off-campus access to all electronic resources. Online request forms on search pages eliminate retyping of information. Electronic delivery and UPS, FedEx, etc. are used to quickly send materials to students. By 1999, photocopied reserves were digitized and provided electronically, and duplicate copies of physical reserve collections were available at all regional centers. The librarian coordinator provides reference service through email and an 800 number as well as onsite bibliographic instruction and technical help. The coordinator also created an extensive website with library information. This position is also responsible for establishing and maintaining contacts and agreements with libraries near the regional centers. P. Ortega.
Duesing, Ann. "Community Connections in Off-Campus Outreach Services." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 213-219. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 269-278.
The author describes four programs for providing outreach health services to a community located 300 miles from the University of Virginia Health Sciences Library. This is accomplished through an outreach librarian who is based at an affiliated college library in southwestern Virginia and who also travels through this rural part of the state. The four community connection programs include a Diabetes Coalition of regional health agencies for which the Outreach Librarian helps plan an educational series, gives presentations on information services offered by the Outreach Services, and provides literature searches and document delivery services. In addition, she participates in regional health fairs, again providing information on services. Through a grant written and obtained by the Outreach Librarian, the service provided a CancerHelp Computer System to provide information on therapy options, support groups, regional hospitals, etc. She also participates in annual Regional Health Expeditions, which focuses on other health concerns, to bring this CancerHelp Computer to this medically underserved part of the state. P. Ortega.
Onega, Esther and Dave Beagle. "Distance Education Librarians: The View From Charlottesville and Blacksburg." Virginia Libraries 47, no. 1 (January/February/March 2001): 24-25.
Two distance education librarians summarize the main aspects of their day-to-day activities including the challenges and rewards of that position. Ester Onega,Director of Library Services, School of Continuing & Continuing Studies of the University of Virginia, stresses the importance of establishing a personal relationship with the institution's distant students. While it is essential that librarian accurately and quickly help them with their assignments and research, the position also means that this librarian is their point of contact in many other areas of library services and problems they might have encountered there. Onega mentions also the necessary work of being an advocate on campus for off-campus students. Establishing relationships with adjunct faculty is her biggest challenge. Dave Beagle is distance education librarian at Virginia Tech. In spite of extensive efforts by that institution to create equivalent library services for off-campus students, many are still confused by the process of obtaining information and materials online. He terms the distance education librarian as their person of both first and last resort. It is the personal one-on-one contact with these students and serving as their gateway to the library and the university that provides a high level of satisfaction for him. P. Ortega.
Gilmer, Lois. "Straddling Multiple Administrative Relationships." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 147-150. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 219-224.
The author discusses the factors necessary in providing library services in a facility serving two institutions: the University of West Florida and a local community college. While the university is in charge of the library, the community college is in charge of faculty, support staff, and the actual facility. The division of and responsibility for management, personnel, resources, services, finances, and facilities/equipment are outlined. P. Ortega.
Markgraf, Jill S. and Robert C. Erffmeyer. "Providing Library Service to Off-Campus Business Students: Access, Resources and Instruction." Co-published simultaneously in Journal of Business & Finance Librarianship 7, no. 2/3 (2002): 99-114, and Library Services for Business Students in Distance Education: Issues and Trends, edited by Shari Buxbaum. New York: Haworth Press, 2002, 99-114.
Efforts made to provide library services to a research-intensive online business course are presented. In 2000, the University of Wisconsin at Eau Claire launched five online courses, one of which, a marketing course, relied heavily on library resources. Librarians were faced with three broad challenges: availability of resources, in particular, those reference books available only in print; access to resources and services for distance students not registered as UWEC students in the multi-institution collaborative business program, and problems with connectivity to password-protected databases; and library use instruction in an online asynchronous environment. The authors discuss how the library met these challenges through collaboration with the instructor, flexibility in meeting the unique needs of distance students, and significant modification of traditional services. P. Ortega.
Markgraf, Jill S. "Collaboration Between Distance Education Faculty and the Library: One Size Does Not Fit All." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 351-360. Reprinted in Journal of Library Administration 37, no. 3/4 (2002): 451-464.
In a comprehensive university setting without a centrally administered distance education program, librarians sought to find solutions to establish satisfactory collaboration with faculty. Without a central listing of university DE classes or faculty, the library at the Eau Claire campus of the University of Wisconsin marketed its services in published articles in campus newsletters, conducted campus workshops, collaborated with support staff, emailed notices to DE faculty from compiled lists, and distributed promotional brochures to DE students through the individual colleges and departments. The DE librarian also networked extensively with DE faculty. The actual results to these efforts, however, were disappointing. It was decided, then, to determine which needs of the faculty the library could satisfy, such as providing services which would save faculty time, give them the opportunity to publish more (through research assistance), provide technology assistance in their DE classes, provide value-added services (such as document delivery or current awareness services) and provide information literacy instruction for their students. It was determined that all these efforts were integral to building effective collaboration and led, by example, to establishing new collaborations with other faculty. It was also determined that these efforts must be on-going. P. Ortega.
Powers, Cleo J. "Developing Library Services for the Distance Education Student." Teaching with Technology Today 7, no. 1 (September 15, 2000). Online. Available: http://www.uwsa.edu/ttt/articles/powers.htm
The authors describe how the University of Wisconsin System Libraries faced some of the challenges and service issues related to distance education to provide access to electronic databases from remote sites, bibliographic instruction, and delivery of materials to DE participants across several campuses. At UW &endash; Eau Claire, McIntyre Library staff became involved with providing services to distance learners as a result of the School of Nursing's satellite program. As the statewide Collaborative Nursing Program (CNP) emerged, a collaborative effort between campus libraries was developed to provide equitable access to resources to students who were taking the same classes in the program, but were enrolled at different campuses (Madison, Milwaukee, Oshkosh, Green Bay and Eau Claire). Based on this project, similar support has been set up to provide access to resources for students in other distance education programs. F. Devlin.
Dieterle, Ulrike. "Digital Document Delivery to the Desktop: Distance is No Longer an Issue." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 193-198. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 243-250.
The author traces the evolution of a digital only document delivery system that was planned and initiated by the Health Sciences Libraries of the University of Wisconsin - Madison. After an earlier start-up of a similar service did not meet expectations and was terminated, planning began again with a project management team and a much smaller target audience for the newly conceived service. One department (Ophthalmology), which had a widely dispersed group of potential users volunteered to participate as the test group in the 16-month long beta stage of the project. As the service and staff grew and expanded gradually to include other health sciences departments, it was refined and updated to meet project guidelines. Users submitted document delivery requests through a web form and scanned materials were delivered to the requestor's laptop via Adobe Acrobat in PDF format. No paper delivery options were available through this service. In addition, requestors could track online the status of their request. Before the beta phase ended and the service went live, a procedures manual for staff was completed, on site demos were conducted to the targeted user groups, a web-based tutorial was developed, and two questionnaires were sent to users to elicit feedback and suggestions. P. Ortega.
Buchanan, Elizabeth A. "Institutional Challenges in Web-Based Programs: Student Challenges and Institutional Responses." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 47-53. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 65-74.
This article uses the University of Wisconsin-Milwaukee's distance education program, Master of Library and Information Science, as an example of how institutions can serve the many needs of their distance students effectively. The author refers to research conducted to analyze the frustrations of the students in the program. The frustrations ranged from difficulties in knowing who to contact, how to register, how to solve technical difficulties, etc. Largely, these problems were the result of a lack of institutional planning; however the university addressed the students' concerns in several ways. First it created an office for distance education students which served as a one-stop service point for all questions and difficulties. This new office also created an orientation for new distance students in a variety of formats, which gave the students an institutional identity and starting place to resolve problems. The university also created an online lounge, free of faculty visitation, so that students could have an inhibited forum for discussion and social contact. Lastly, the distance education coordinator implemented an online mentoring program, pairing new students with existing ones. Plans are underway to tailor the program by location and interests. The overall goal is to make the online education experience more meaningful and satisfactory for students and to increase retention. E. Onega.
Henning, Mary M. "Closing the Gap: Using Conferencing Software to Connect Distance Education Students and Faculty." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 157-165. Reprinted in Journal of Library Administration 32, no. 1/2 (2001): 233-246.
The author relates her experiences with the Desk Top Video Conferencing (DTVC) software, CU-SeeMe Pro. Originally participating at the University of Wyoming in a grant-funded project to provide bibliographic instruction and learning outreach in Pubmed in rural Western states, the author sought to continue use of the technology in a collaboration with the UW Medical Technology program to provide better communications and library instruction to students at distant locations around the state. The article relates in detail the many problems encountered with the technology and the remedies that the participants attempted. The author analyzes these problems in the article, and because of its functionality, effectiveness, and constantly advancing technology, concludes in favor of the benefits of DTVC. P. Ortega.
Kearley, Jamie P. and Lori Phillips. "Distilling the Information Literacy Standards: Less is More." In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 321-330. Reprinted in Journal of Library Administration 37, no. 3/4 (2002): 411-424.
The authors trace the development of a multimedia Web tutorial from its inception as a text only online bibliographic instruction tool. Funded by a small university grant, librarians at the University of Wyoming decided to focus the new Web tutorial on information literacy (IL) rather than the existing bibliographic instruction tool. They examined two innovative tutorials in use at other universities and attended ACRL workshops on online tutorials and IL. Objectives were prepared which emphasized a focus on information literacy rather than bibliographic instruction and on ease of use, brevity and graphic appeal. The authors discuss the IL documents that guided the direction and content of the tutorial and the actual design process. Once the tutorial (named "TIP") was complete, it was tested with a small group of students and changes were made based on their recommendations. The authors discuss reactions from faculty and staff when it was actually implemented. The article includes a timeline of the project and a list of references. P. Ortega.
Kearley, Jamie P. and Karen S. Lange. "Partners in Emerging Technology: Library Support for Web-Based Courses." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 181-189. Reprinted in Journal of Library Administration 32, no. 1/2 (2001): 267-280.
The authors discuss the history of the University of Wyoming (UW) libraries' participation in the planning and oversight of that institution's off-campus program. UW has a long history of providing off-campus education, but by 1992 an Outreach Council was established on campus to function as an advisory body and to provide direction and solutions for the existing program. The library participated in its institution-wide strategic planning initiative with representatives on three of the initiative's five task forces. UW libraries responded to these initiatives with the creation of a virtual library environment offering resources and services to off-campus students. In promoting these, the outreach librarian is present at semester meetings with all new and existing off-campus faculty and sends out flyers about new services and features. In addition to on-site and audio and video instruction, library instruction was moved to the web in the form of a comprehensive, user-friendly, research tutorial. The authors discuss the technological problems encountered with authentication and firewalls, among other issues. The article includes a list of references. P. Ortega.
McPherson, Carolyn. "Not a Job, an Adventure: The Kings Bay Experience in Library Services for Distance Learning." Georgia Library Quarterly 37, no. 1 (Spring 2000): 11-14.
The imminent closure of the Kings Bay naval base library in Georgia had a potential direct effect on the naval personnel there who were distance learning students at Valdosta State University (VSU), Georgia, and two other universities. To avoid the negative impact this could also have on accreditation and to maintain library services for the base's university students, a "Memorandum of Understanding" was established between the Navy and VSU to share the costs of maintaining the library and providing a full time librarian. Through active partnering of the Navy, VSU, and the other two universities, the naval base library has been able to fulfill the essential services outline in the ACRL Guidelines for Distance Learning Library Services. The author outlines how these various services were shared. She notes that, although this cooperation may appear to be unique, it is actually an example of the challenges being met through partnerships, collaboration, and shared responsibilities that often are necessary to meet the nontraditional library services of distance learning students in an era of shrinking budgets. P. Ortega.
Onega, Esther and Dave Beagle. "Distance Education Librarians: The View From Charlottesville and Blacksburg." Virginia Libraries 47, no. 1 (January/February/March 2001): 24-25.
Two distance education librarians summarize the main aspects of their day-to-day activities including the challenges and rewards of that position. Esther Onega,Director of Library Services, School of Continuing & Continuing Studies of the University of Virginia, stresses the importance of establishing a personal relationship with the institution's distant students. While it is essential that librarian accurately and quickly help them with their assignments and research, the position also means that this librarian is their point of contact in many other areas of library services and problems they might have encountered there. Onega mentions also the necessary work of being an advocate on campus for off-campus students. Establishing relationships with adjunct faculty is her biggest challenge. Dave Beagle is distance education librarian at Virginia Tech. In spite of extensive efforts by that institution to create equivalent library services for off-campus students, many are still confused by the process of obtaining information and materials online. He terms the distance education librarian as their person of both first and last resort. It is the personal one-on-one contact with these students and serving as their gateway to the library and the university that provides a high level of satisfaction for him. P. Ortega.
Barsun, Rita. "Computer Mediated Conferencing, E-Mail, Telephone: A Holistic Approach to Meeting Students' Needs." In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 19-27. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 31-44.
Asynchronous Computer Moderated Conferencing (CMC) was used in an online orientation for off-campus psychology Ph.D. candidates. The author as librarian was invited to participate in this orientation since the students were required to interact with the librarian. Even with its inherent weaknesses (delayed answers to messages, no visual or vocal cues), CMC nevertheless serves to promote a sense of community as well as interactive learning. The article demonstrates, however, how CMC must be used in conjunction with other means of communication to increase its effectiveness. During the semester, the librarian continued to communicate with the students, sending them (through U.S. mail) information about the library's services and emailing them reminders about library assignments in addition to continuing with postings via CMC. If the student had a dedicated phoneline for Internet access, she also talked by telephone to help with search strategies on the computer. In addition, Walden University offers four-day intensive academic residencies twice a quarter during which the librarian presents a library orientation and meets with students. The author emphasizes that this holistic method is necessary to personalize services and assess the individual student's needs. P. Ortega.
Gibson, Craig and Jane Scales. "Going the Distance (and Back Again): A Distance Education Course Comes Home." Co-published simultaneously in The Reference Librarian, no. 69/70 (2000): 233-244, and Reference Services for the Adult Learner: Challenging Issues for the Traditional and Technological Era, edited by Kwasi Sarkodie-Mensah. New York: Haworth Press, 2000, 233-244.
In 1995, a collaboration between Washington State University's Extended Degree Program and the library resulted in the creation of University 300, a one credit course designed to teach social science distance students research and Internet skills. The course experienced frequent modifications, due largely to technological developments, but the content continued to be centered around conceptual frameworks, question analysis, and critical thinking applications. By 1997, it was transformed into a General Education course that served students in the humanities, sciences and social sciences. One interesting change occurred in 1998 when the course was linked to several three-credit research-oriented on-campus courses. This brought into play new logistical issues not so pressing in the course's distance education format, such as dealing with traditional students who tend to be less self-motivated and with general classroom dynamics. With this latest modification, however, came a combination of librarians, academic instructors, and graduate students teaching the renamed GenEd300. P. Ortega.
Gover, Harvey R. "Library Services for Overlapping Distance Learning Programs of Two Higher Education Systems in Washington State." Advances in Library Administration and Organization 20 (2003): 83-122.
Washington State is a geographically and demographically diverse state and these factors have influenced the locations of higher learning institutions around the state. Two higher education systems that offer distance education programs in the state are the Community Colleges of Spokane (CCS) and Washington State University (WSU). CCS offers its distance education programs via Internet and video taped formats, two way interactive video classes, and correspondence courses. The library services for students in these programs include a library catalog shared by two of the community colleges in the system, toll free telephone numbers, interlibrary loan services, and online reference services. WSU has a main campus in Pullman, four branch campuses, and ten Learning Centers. Distance education students attending WSU are offered web-based courses, video taped courses, courses delivered by an interactive compressed digital television network (WHETS), and face-to-face courses presented at branch campuses and learning centers. Library services for WSU distance students are provided at branch campus libraries and include a shared library catalog, electronic resources, e-mail and telephone reference service, and interlibrary loan and document delivery services. The branch libraries also maintain book and print periodical collections. Tables and figures are included in the article to enhance the narrative and provide statistical data. S. Heidenreich.
Rein, Laura O. and James L. Staley. "An Integrated Approach to Providing Library Support for Extended Campuses: The Webster University Experience." Advances in Library Administration and Organization 16 (1999): 195-221.
Since the 1970's, Webster University has maintained multiple extended campus locations across the United States including military bases and several campuses in Europe and Asia. Prior to 1995, the university provided costly duplications of core print collections from the main campus in St. Louis to these extended locations. This article details the subsequent transition to centralized, integrated library collections and services. Library collections and services were assessed and the decision made to replace outdated site core collections with small current reference collections and to provide quick document delivery from the expanded main library in St. Louis. An NSF grant purchased computer hardware and provided Internet access through a WAN. Funds that were saved by canceling site journal subscriptions were used to enhance the central library collection and to hire additional paraprofessional staff to provide document delivery. Reference services were provided by professional librarians at the main library. An online research system was designed to provide access to multiple full text databases, indexing of journals and government documents, holdings of thousands of libraries worldwide, and other resources. Training in this site was provided through printed guides and site visits by librarians. The author stresses how important strong administrative support was to the success of this transition. The article contains several in-text tables and appendices. P. Ortega.
Vihnanek, Elizabeth M. "Integrating Information Literacy into Distance Education Classes." In Proceedings of the 7th Annual Distance Education Conference, January 25-28, 2000, Austin Texas. Center for Distance Learning Research, College of Education, Texas A&M University, 2000, 193-197.
In the mid 1990's, development of the distance education program at Western Carolina University coincided with the library's decision to integrate information literacy skills into library instruction. This led to the integration of these skills into distance education classes at that institution. Of the five challenges identified by the library in accomplishing this, the author discusses the first two in this article: educating faculty about information literacy skills; and incorporating information literacy skills into distance education classes. These challenges were met by assigning a "Personal Librarian" to distance education faculty and their classes; providing access to the library home page from the WCU home page; placing access to Research Tools with links to electronic sources and more (for distance learners) on the library's top page; and providing email reference and electronic reserves as well as subsidized document delivery for some programs and classes. Among those challenges yet to be met are enhanced document delivery with greater financing for the service and the appointment of a full-time distance education librarian. P. Ortega.
Moore, Elaine, Elisabeth Knight, and Ruth Kinnersley. "WKU Libraries' Kentucky Virtual University Support Services." Kentucky Libraries 65, no. 4 (Fall 2001): 31-35.
Since 1999, the Kentucky Virtual Library (KYVL) has served a dual-mission to support the Kentucky Virtual University (KYVU) and to support life-long learning for the residents of Kentucky. The article focuses on the support services provided to the Kentucky Virtual University faculty and students by the KYVL contact persons at Western Kentucky University. Support services are examined from three perspectives: (1) promotion and orientation efforts, (2) reference assistance, and (3) document delivery services. The authors also provide a brief background about the evolution of KYVL and its relationship to the Kentucky Virtual University. F. Devlin.
Behr, Michele D. "On Ramp to Research: Creation of a Multimedia Library Instruction Presentation for Off-Campus Students." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 13-20. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 19-30.
Librarians at Western Michigan University sought a way to augment their library instruction program. Although they preferred the face-to-face method, it had five major limitations that they hoped to address. The limitations included the necessity of faculty to request a library presentation and only 1.5 FTE available to teach library presentations to of 3,000 students, among others. The Off-Campus Services Librarian and one of the adjunct instructors served as co-principal investigators in a university grant to support the development of an online solution. They defined goals for the project, examined current practices, and then selected appropriate software. They wanted to include sound files, animation, and text and to also provide flexible, nonlinear navigation to information students needed immediately. They selected Macromedia Flash MX, a high-end product, and offered users a CD if they couldn't use the online version. They agreed upon six content modules and began work. Currently, the work has not been completed because the project required substantially more time than initially expected and changes in the Library's website and the databases themselves. E. Onega.
Jayne, Elaine Anderson. "The Librarian as Bricoleur: Meeting the Needs of Distance Learners." Co-published simultaneously in The Reference Librarian, no. 69/70 (2000): 161-170, and Reference Services for the Adult Learner: Challenging Issues for the Traditional and Technological Era, edited by Kwasi Sarkodie-Mensah. New York: Haworth Press, 2000, 161-170.
Taking the term "bricoleur" (French for handyman) in its anthropological sense to describe a tribesperson who uses at-hand materials to construct something new, the author describes the tools created by librarians at Western Michigan University (WMU) to meet the needs of its adult distance users. The majority of WMU's off campus students attend classes at five regional centers, each of which has a computer lab but no library. To provide them with equivalent library services, librarians at WMU have developed a "bricolage" or instructional librarian's toolbox. This includes providing class-related instruction at the centers' computer labs, distributing a detailed Library Guide for Continuing Education Students (which includes an index, referral information, research instruction, directions and examples on searching online databases, list of all e-resources, sample forms for requesting services, and more), drop-in help sessions at each regional computer lab, reference assistance by email or phone, and a one credit class in library skills. Of these five "tools," the most effective three (class-related instruction, the library guide, and the credit class) will be retained and expanded. P. Ortega.
Johnson, Albie. "Supporting Library Resources From a Distance: The Wheelock College Model." Technicalities 19, no. 8 (September 1999): 7-8.
Wheelock College in Boston, MA, offers professional undergraduate and graduate education in elementary education, human development and family studies. The graduate program offers off-campus programs within the United States and abroad, one of which is located in Bermuda. The library designed a pilot program of individualized outreach for the 33 students enrolled in the program. Librarians provided training to these students in accessing the online databases and in conducting online searches and also provided customized searches upon completion of a consultation with the student (by phone, fax, or email). Recent articles in each student's own area of research were photocopied and sent to them along with lists of bibliographic citations of other journal resources which students could request by fax or mail. Relevant books and academic papers were donated to the library of the Bermuda Ministry of Education. In addition, these off-campus students were provided access to all Wheelock Library databases and full-text resources. Requests for reference help and document delivery were accepted through voicemail, email, fax and Internet. Throughout the two-year program, communication was ongoing among librarians, faculty and students. Based upon the positive evaluation of this pilot project, the library plans to offer the same services to all their off-campus programs. P. Ortega.
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Hosein, Sharida. "Developing Information Literacy Programmes for Distance Learners: Accepting the Challenge at the University of the West Indies, St. Augustine." In Distance Education in Small States, July 27-28, 2000, Ocho Rios, Jamaica: Conference Proceedings. Distance Education Centre, University of the West Indies, 2001, 193-198.
Information literacy is important to all learners, but even more so for distance education students, who may not come with the skills to become effective independent learners. At the University of West Indies, St. Augustine, the core of the information literacy program for distance learners is the "Guide for Finding and Using Information." This guide has a number of teaching objectives, including how to find information in libraries, search catalogs and other research tools, evaluate sources, and cite them correctly. A questionnaire administered to nineteen students after they had used the guide found that it was effective in providing information literacy skills necessary for lifelong learning. Although the small scale of the St. Augustine campus and the location of most of its distance education students in Trinidad and Tobago makes it possible for distant learners to take advantage of on-site orientation tours and library instruction seminars, there are students in other islands that are less well served. The guide can be sent as part of course packages and is currently available as a PDF file on the library web site. S. Tschabrun.
McLean, Evadne and Stephen H. Dew. "Assessing the Library Needs and Preferences of Off-Campus Students: Surveying Distance Education Students, from the Midwest to the West Indies." In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 197-226. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 265-302.
The authors of this paper begin with a review of the literature of assessing library needs of distance students, and then compare the experiences of creating user surveys for students at each of their institutions - U of Iowa (UI) and U of the West Indies (UWI). The U of Iowa conducted surveys in 1998-99 and again in 2003. The latter survey receives much greater coverage here. UI plans to conduct another survey in 2004 to remedy some of the shortcomings of the first two surveys. The UWI survey was conducted in late 2000 as an attempt to learn more about the student population served by the Distance Librarian. Several changes and new services were implemented at UWI as a result of responses to the survey. The paper closes with a comparison of the findings from each of the institution's surveys. The surveys questions and results for each institution are included as appendices. P. Pival.
McLean, Evadne. "Student Support with Particular Reference to Library Support: The Case of the University of the West Indies Mona Campus Library." In Distance Education in Small States, July 27-28, 2000, Ocho Rios, Jamaica: Conference Proceedings. Distance Education Centre, University of the West Indies, 2001, 184-192.
Good quality distance education requires a good infrastructure of student support services, especially library services, in order to ensure equity and maintain academic quality. There are many barriers to providing adequate library services and several different models for making library services available to distance learners. The University of the West Indies (UWI), which serves 2,215 distance education students located in numerous island territories, is working to find the right mix of service models to meet the needs of its off-campus students. Currently, the UWI Mona Campus Library provides distance learners with a designated contact person, an interlibrary loan service by courier, collections of key texts at distance education sites, photocopies of articles and book chapters, and some user education at orientation. Even providing this level of service has provided challenges, but the library is hopeful that more resources can be offered when the distance education sites receive Internet service. S. Tschabrun.
McLean, Evadne. "Library Support for Distance Learners - Lessons From the UK Experience." SCONUL Newsletter, no. 19 (Spring 2000): 15-23.
The DLs Library Services Coordinator at Mona, University of the West Indies (UWI) summarizes what she learned about library services to distance learners during her 1999 trip to the United Kingdom to gather ideas for improving such services at UWI. Among the features she noted in the UK were the marketing of distance services with a distinctive name; the variety of ways services were administered; how on-site collections were made available; the provision of document delivery services, electronic resources, postal loans, reference services, and user education; and how the costs for these services was recouped. Key strategies used in the UK to achieve good DLs library services include constant liaison with course providers, good publicity, a commitment to a definite level of service, and the use of user surveys. Some drawbacks to the provision of good service include copyright clearance requirements, inadequate communication between librarians and academics, lack of equity in the provision of services, lack of guidelines like those provided by ACRL, lack of reciprocity among libraries, under-utilization of services by students, and the failure of libraries to keep abreast of the technology needed to serve distant learners. S. Tschabrun.
Watson, Elizabeth F. and Gracelyn Cassell. "Library Services for Distance Learners at the University of the West Indies." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 8-13. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/watson.pdf (in pdf format)
The University of the West Indies is one of only two regional universities worldwide. It has provided educational outreach since 1977 when it began to provide students in Non-Campus Countries with classes at Extra-Mural Centres (now called Schools of Continuing Studies or SCSs). This program led in 1982 to a University of the West Indies Distance Teaching Experiment, which continues today with 3500 enrolled distance students. Although the original SCSs were built with libraries, in many cases those libraries were not maintained; as a result, early UWI distance learners had to rely on course packets and local libraries, if available. Distance students continue to have inadequate access to library services, but the University is committed to improving this situation, and several librarians have systematically researched and educated themselves in order to realize this objective. Future plans include identifying internet databases in support of graduate programs and a plan to develop the SCSs in the Non-Campus Countries over the short, medium, and long term. S. Tschabrun.
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Mwacalimba, Hudwell. "The University of Zambia Library: Past, Present and the Future." In [Proceedings of the] ICDE Librarians' Roundtable, 11-12 October, 1999, The Open University of Hong Kong. Hong Kong: Open University of Hong Kong, 1999, 67-81. ERIC ED 438 832. Also online. Available: http://www.ouhk.edu.hk/10th/roundtable/zambiahk.pdf (in pdf format)
The work of the University of Zambia Library is outlined in the areas of library automation and distance education. After a general profile of the university and the library, the history of library computerization is sketched out, starting with early attempts to automate in the 1970's; the creation of a host of in-house databases in the 1990's to help with library management, but also including databases devoted to newspaper indexing, the African Index Medicus for health literature, the Ernesa database for the Educational Research Network in Eastern and Southern Africa, and ZAMIN covering theses and dissertations, projects, research papers and other material on Zambia; and the implementation in 1995 of a Dynix integrated library system with Finnish funding, which made Zambia the first library outside South Africa and Namibia to have a fully electronic catalog. In the area of distance education, the university has enrolled about 500 students in a variety of programs. The Belgian government has recently funded increased communications and infrastructure to enable better distribution of distance learning materials. S. Tschabrun.
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For more information, contact:
Sandy Slade
als@uvic.ca
Page updated: June 26, 2005