Abstract
ABSTRACT Collection managers challenged by service to distance education may find pointers in comparing Murray State University Libraries' assessment model to local situations. Information revealed through queries of participants in distance education curricula could serve as a basis upon which to formulate future assessments regarding resources, usage, and service. First, the pragmatic feature of assessing support for curricula encourages closer monitoring. The second provocation arises from usage data as a guidepost for collection development. Finally, readers cognitive of strength that stems from the combination of resources and services may find prompting in meeting the students' research needs.
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