Distance Learning Library Research Articles

Delivering equitable distance library services to off-campus users at the University of the Free State in South Africa

Purpose The purpose of this study is to assess the perceived satisfaction of Advanced Certificate in Teaching students and facilitators regarding online library services offered by the University of the Free State (UFS) in South Africa. Design/methodology/approach The study adopted a quantitative approach with open-ended questions that generated some qualitative data. Data has been presented using descriptive statistics in the form of tables, graphs and charts and thematic content analysis for some qualitative data. Findings All learners in this study were adults between 45 and 55 years of age. Of the respondents, 13% lacked online experience, while about 85% had never used online library services and 35% indicated that Google was their primary source of information. The majority of respondents indicated information literacy as a core function of the academic library. High data cost in South Africa came out as one of the major issues affecting distance learners as well as login and password frustrations. The study confirmed computer anxiety, physical discomfort, information overflow and prompt response as some of the perceived challenges and levels of satisfaction respectively of Advanced Certificate in Teaching students and facilitators regarding online library services offered by the University of the Free State (UFS) in South Africa. Practical implications The study revealed that a distance learning library policy is of the essence because it helps to put in place rules and regulations that guide the delivery of distance library services. Originality/value The offering of online and distance library services is a fairly new concept to the UFS library. This study bridges the gap between theory and practice regarding the perceived satisfaction of distance users on online library services and how to improve the current practice.

ACRL guidelines for distance learning library services: The final version, approved July 1998

ACRL guidelines for distance learning library services: The final version, approved July 1998

This worksheet works: Making the DLS Standards work for you

The ACRL Standards for Distance Learning Library Services are increasingly used by librarians who are striving to provide adequate and equitable services to their online learning populations. In an environment where more fully online programs are springing up, more campus-wide strategic plans include moving general education requirements online, and more students than ever are enrolled in distance or online classes, these Standards can be useful for advocacy, communication to stakeholders, and driving goals and direction both for your library as a whole and for your distance or online learning librarian.

Measuring Person–Job Fit and Career Paths of Distance Learning Librarians

While person–job fit has been used to determine satisfaction in many professions, no research has been done among distance learning librarians. This study investigates person–job fit among librarians with primary distance learning responsibility compared to librarians with some distance learning responsibility and examines whether a common career path exists among the two groups. Responses indicate that librarians who work primarily in distance learning perceive a slightly better fit with their positions and the work itself while those with some distance learning responsibility experience a slightly better fit within their library organizations. Career advancement is a common motivator for both groups.

Career success – the perception of Open Distance Learning library middle managers

PurposeThe purpose of this paper is to gain original evidence of the perception of Open Distance Learning (ODL) library middle managers towards the meaning of career success from the perspective of the individual.Design/methodology/approachThis quantitative research study was conducted with the help of a survey questionnaire designed by the first researcher.FindingsResults revealed that career success no longer only relates to criteria such as the hierarchical position or progression through high ratings obtained during performance appraisal. A high premium is placed by ODL library middle managers on other success criteria identified in the literature, such as the positive effect of their work on the institution, success achieved through a focus on work life and home life balance and personal recognition due to competence.Research limitations/implicationsThe research findings presented in this paper form an important part of a comprehensive study on ODL library middle management development but is limited to the only ODL library in South Africa.Practical implicationsThe paper provides current perceptions of ODL library middle managers to be considered during career path planning.Originality/valueThe paper provides the first findings of an overview of the perception of South African ODL library middle managers towards the meaning of career success. The study is timely as the number of ODL institutions is growing. The target population to benefit from this study is ODL library practitioners.

ACRL candidates for 2019: A look at who’s running

Jon E. Cawthorne is dean of Wayne State University Library System and the School of Information Studies, a position he has held since 2017. Prior to this, Cawthorne served as dean of libraries at West Virginia University (2014–17), as associate dean of public services and assessment at Florida State University (2012–14), and as associate university librarian for Public Services at Boston College (2011–12).Anne Marie Casey is the director of Hunt Library at Embry-Riddle Aeronautical University, where she has worked since 2009. Prior to this position, Casey provided 17 years of service to Central Michigan University, where she served as associate dean of libraries (2002–09), director of off-campus library services (1999–2002), and as a distance learning librarian (1991–99).

Open Distance Learning and Digital Libraries

Information Technology and Communication Technology by Scientists, Students, Research Scholars, Faculty members and Library professionals using Digital Libraries increases the working efficiency in digital form, which directly results in increased scientific Productivity. The Internet or World Wide Web or E-learning also provides facility for access to scientific information. It also provides access to data sources. The Internet also provides access to many of the on-line journals and full-text articles, which directly motivates the Scientists, Students, Research Scholars, Faculty members and Library professionals to go for collaborative researches and thus increase productivity. The present study focused on the using of DLs by Students, Research Scholars and Faculty Members of Library Science as well as Library Professionals of the Open & Distance Education institutions in India. Attempts have been made to know the Information requirements of the Students, Research Scholars and Faculty members of Library Science as well as Library Professionals. The main focus of the the present study is to identify the needs and requirements Students, Research scholars in general and DL facilities for distance learners in particular. The DLs are not established in all universities particularly in distance educational institutions in India; several institutions are in the processes. In this circumstance the present study confined to Role of DL in Open and Distance learning.

Mind the Gap! Making the Leap to Reach Distance Students Through On-Campus Events

When a mid-sized library at a private university held its first robust research-support event, a huge portion of the student body was noticeably absent – the distance population. The ACRL Standards for Distance Learning Library Services affirms that distance learners are entitled to the same services and resources as on-campus learners. This means that “service excellence in distance librarianship” should include conducting outreach programs for distance learners that parallels outreach programs for on-campus learners. This case study tracks the process of rethinking an on-campus event to incorporate distance learners. It is designed to communicate how a shift in thinking can create opportunities for outreach experiences by transforming existing events and/or extending programs the first time they are made available.

But This Is How We Have Always Done It: Overcoming Resistance to Change in the Quest to Support Distance Learners

The Standards for Distance Learning Library Services created by the Association of College and Research Libraries asks the distance learning librarian to be an advocate for an institutional culture of support for distance learners. The Standards make it clear that the distance learning librarian must initiate and participate in institution-wide projects. However, both individuals and organizations in which they serve struggle with change, and such resistance to change is a major barrier to creating a supportive institutional culture and convincing colleagues to participate in collaborative projects. Librarians using the Standards to guide their work must understand how to strategically manage resistance to change. This article will discuss how one online learning librarian used leadership and project management practices to address resistance to change in the library organization and across the college. It gives practical recommendations for leadership and project management skills that will help distance learning librarians and others working to enact the Standards at their academic institutions.

Going the Distance for Grads: What Online Graduate Students Want from the Library

With new program additions and changes to existing graduate programs, librarians at the University of Nevada, Las Vegas were interested in investigating if students taking online courses were successful in accessing the library services and instruction. A survey was created that included all types of graduate students (fully online to fully in-person) to identify how they accessed the library and how confident they were in finding resources. The results of this survey have provided the researchers insight regarding successful strategies and where we need to improve; where distance learners are struggling more than on-campus students; and how we need to create varied approaches to disseminate library information and instruction. The study has also opened up communication and stronger collaborations with teaching faculty and instructional designers to better integrate the libraries into the curriculum. To help make findings more generalizable, the researchers aligned them with the Association of College and Research Libraries (ACRL) Standards for Distance Learning Library Services.

To Infinity and Beyond: Reducing Textbook Costs Through Librarian/Faculty Collaborations

As subject and distance learning librarians, we have a special interest in supporting our faculty and their needs as they explore alternative and more affordable textbook options for their students. In an increasingly digital environment, there are a wealth of resources available at little or no cost to students. Unfortunately, finding these resources can be challenging and time consuming for faculty. This is where librarians step in. Through careful planning and collaboration with faculty, we can help transition course reading to online and open resources. Librarians can assist in this process by helping faculty identify appropriate resources, helping integrate resources into online learning environments, and providing support for student access to materials. This paper will describe this process from start to finish, utilizing our experience supporting a faculty member with an Ethnobotany course textbook as it was transitioned to an online textbook option.

Building Brand Love and Gaining the Advocacy You Crave by Communicating Your Library's Value

ABSTRACTFive years ago the Association of College and Research Libraries published “The Value of Academic Libraries” report, spurring academic libraries to action concerning assessment. Communicating library value is especially important when reaching distance learning populations outside the walls of the library. By employing marketing and branding strategies combined with the library's inherent characteristic of compassionate service, the library can use its powers for good to communicate value and gain advocacy for the library. This article discusses one distance learning librarian's experience building campus partnerships by assessing library services, and using assessment to build advocacy for the library within the institutional distance learning community.

From Assessment to Implementation: Using Qualitative Interviews to Inform Distance Learning Library Services

ABSTRACTWhile broad assessment projects are often used to steer library strategic planning initiatives, this article will present the benefits of qualitative interviews with distance learning constituents as a framework for developing a focused vision and targeted services. This article will describe the planning and execution of an assessment project used to build a foundation for future library resources and services to target off-campus users. The benefits of this analysis will be detailed. Based on the data, implementation strategies were devised to strengthen and further develop the distance learning unit at Florida State University Libraries.

Long Distance Relationships: Assessing the Library Service Needs of Rural Students in eLearning Courses

ABSTRACTIn states with limited road accessibility, rural students can feel isolated from library services. This article explores the creation, implementation, and results of an on-going longitudinal study assessing the library service needs of rural students in eLearning courses. To align with current practices in online pedagogies, including the Association of College and Research Libraries' Standards for Distance Learning Library Services and recent revisions to the Framework for Information Literacy for Higher Education, this survey has been designed to help the library identify and improve services to enhance rural student success.

He Asked Me What!?—Using Shared Online Accounts as Training Tools for Distance Learning Librarians

ABSTRACTThis study explores the idea of creating a knowledge base from shared online accounts to use in training librarians who perform distance reference services. Through a survey, follow-up interviews and a case study, the investigators explored current and potential use of shared online accounts as training tools. This study revealed that the participants viewed the concept positively, but many encountered barriers to effectively employing a local knowledge base as a training tool.

Embracing Change: Adapting and Evolving Your Distance Learning Library Services to Meet the New ACRL Distance Learning Library Services Standards

ABSTRACTThis article examines the update and revision of the current Association of College and Research Libraries (ACRL) Distance Learning Standards that has been proposed and submitted to the ACRL Standards Committee. An in-depth analysis of the update is included, along with some comparisons between the old and new. Practical advice detailing initiatives and strategies implemented by a mid-sized regional university to meet the new standards is offered in conjunction with a forecast of the future of distance learning library services and impact the new changes will have for academic libraries.

Hunting and Gathering: Attempting to Assess Services to Distance Learning Students

ABSTRACTThis case study presents the experiences of a newly hired distance learning librarian at a large academic library. Faced with taking over a position that lacked a dedicated staff member for two years, the librarian wanted to understand the current state of services. In the course of investigating and collecting data and while working through challenges, the librarian began to build her operations map and clarified her vision and values.

Massive Open Online Librarianship: Emerging Practices in Response to MOOCs

Massive Open Online Courses, or MOOCs, have recently emerged as a disruptive pedagogy gaining rapid momentum in higher education. In some states, proposed legislations would accredit MOOCs to provide college-credit courses in the name of cost saving, efficiency and access. While debates rage regarding the place of MOOCs in higher education, some librarians are already tasked with supporting student learning within this untried context. Challenges faced by librarians seeking to support MOOCs span all traditional academic librarian roles: instruction, reference and collection development. To successfully serve these new communities of learners, librarians must apply existing best practices established by distance learning librarians as well as develop new skills and approaches. This paper offers a brief introduction to the current state of MOOCs in higher education, explores the needs of MOOC students and discusses possible best practices to be adapted and adopted as librarians prepare to serve this emerging student population.

Gazing into the Crystal Ball: Using Scenarios for Future Visioning of a Distance Learning Library Service

This article describes the use of scenarios as a tool to assist a large distance learning library service in its strategic planning. Through a description of the scenario process from beginning to end, the authors detail the steps that the library director and the consultant took initially; their missteps; and the successful conclusion. This study of the journey through the scenario process to a new strategic plan should prove useful to library administrators interested in exploring new ways to plan for uncertain futures.

No Learner Too Far: A Comparative Study of the Development of Guidelines for Distance Education Library Services in Australia

This paper is a comparative study relating to the development of global education policy. It examines the origins of the distance learning library services guidelines developed in Australia by the then Library Association of Australia (LAA), and those by the Association of College and Research Libraries (ACRL) division of the American Libraries Association (ALA) and by the Library Association (LA) of the United Kingdom. While the guidelines in the United States grew out of efforts to provide quality library services for an expanding population of off-campus college students, and Britain's perhaps out of the needs for an expanded approach to tertiary education, the Open University, the language in these guidelines would expand to meet criteria for a newer era locally. The paper discusses the various conditions under which guidelines for distance education library services originated and evolved in Australia and their influence elsewhere.