Improving Library Services for Distance Learners: A Literature Review

Academic libraries offer many services to distance learning students. The sources of literature reviewed here offer information that shows relevant similarities and differences between library services offered to traditional students and distance learning students. Likewise, the associated findings from the literature offer insight that is applicable for a project to modify and improve library services for distance learners in higher education.     

A university library management model for students’ learning support

Abstract

This research was aimed at developing a university library management model that would support students’ learning. The research was conducted in three phases: 1) an investigation into the requirements of a university library service of instructors; 2) an investigation into the attitudes of librarians, libraries’ administrators, and university’s administrators toward the roles of library and policy concepts relating to university library management that promote students’ learning; and 3) the development of a university library management model for students’ learning support. A mixed research method was applied comprising qualitative and quantitative approaches. Data was collected using in-depth interviews and questionnaires. The findings have led to a proposal of a university library management model that supports student learning, which is comprised of five components: 1) management policy and system; 2) learning resources; 3) learning support services; 4) learning environments; and 5) the competency and roles of information professionals. It can be stated that studies into Thai university library implementation, strategic plans, and self-assessment reports under the quality assurance system showed that even though libraries have updated resources and services following changing situations in policies, technologies, and users’ needs, there is no clear indicator that Thai university libraries have any strategy for acquiring roles to support students’ learning with practical outcomes. Through reliable research work, this study into a model for university library management would result in a means of developing university libraries that truly supports university student learning based on information from instructors, library administrators, and librarians.     

Academic Library Web Sites and Distance Education

Abstract

This study focuses on college and university library services provided to distance education students and a content analysis of library Web sites. The Web sites chosen were categorized by the amount of distance education the institution offered to students. Results indicated that the size of the institution had the strongest correlation to library services offered to distance education students (Spearman's rho of .618), not the degree to which distance education is provided (rho of .076). This study suggests that just because an institution offers distance learning courses does not necessarily mean that its library offers a full range of Web services to meet distance learner needs, and it brings into question whether some institutions have been too quick to provide distance education services without properly addressing student library needs.     

Trends in Support for Students with Special Educational Needs in UK University Libraries: Focusing on Support Personnel and Systems

The provision of service to students with Special Educational Needs (SEN) at university libraries in the UK differs based on the types of positions that are being used to staff these programs. This study finds that although nondedicated staff tended to provide services that required fewer specialized skills, they seemed to place a higher priority on meeting the immediate needs of students with SEN, while dedicated staff members tended to focus on the quality of the support being provided. Second, this study finds that it is difficult for university libraries to provide the tailored training or alternative formats required by students with SEN without support personnel on staff who have specialized expertise. It remains to be determined which type of special needs staffing and support system is most effective, since no significant differences were observed in the responses of those surveyed.     

Library usage by university accounting students: a comparison of contact and open distance learning institution in South Africa

The level of library patronage among accounting students is examined both in a distance and a contact learning institution in South Africa. We used a structured questionnaire to collect data from a sample of 500 accounting students from both a distance and a contact learning institution in South Africa, out of which 379 returned a completed questionnaire, representing 76%. Findings show an apathy among South African university accounting students towards library services patronage, which is exacerbated by lecturers' practice of giving assignments that do not require students to search for information beyond what is in their recommended textbooks. The most significant factor that influences universities' accounting students' patronage of library resources is the expertise and interaction with library staff. This confirms the Expectation-Confirmation Theory that accounting students from both institutions examined based their level of satisfaction on their perception of the library services they received. Library management needs an understanding of the teaching and learning practices of the accounting discipline and collaborate with curriculum developers to improve accounting students' usage of library resources. In future, the number of universities offering accounting programmes in South Africa needs expanding and so that university libraries can cater for higher numbers of accounting students.     

The Global Library: Providing Resources and Services to International Sites

As institutions of higher learning focus on positioning strategically in the global and online education market, it is critical for academic libraries to realize their roles in supporting the institutional missions, one of which is to assist scholars, faculty, and students, regardless of location. This responsibility is fulfilled not only through the talents and dedication of librarians and library staff, but also with technology. The Brooklyn Campus Library of Long Island University (LIU) seized the opportunity and took a proactive approach to providing library resources and services to the university's Global College (GC) community. After carefully evaluating the needs of faculty and students across the globe, the authors recount how the library supports the teaching and learning activities of this unique user group. A library portal enables users at various international sites to use the library's abundant resources and customized services with ease, as well as to ensure that the library serves the Global College's mission of scholarly achievement. This article describes the LIU Brooklyn Campus Library's efforts to promote and implement customized resources and services to users on different continents.     

Retooling Library Services for Online Students in Tough Economic Times

ABSTRACT

At a time in our economy when library budgets are strained and staffing is under the microscope, librarians need to reassess and retool their library services for online students to provide quality, depth, and community without causing meltdown. The authors analyze some of the retooling undergone at their library to meet the shifting demographics of students who in 10 years have grown from 1,000 online students to 14,500 and increased to 65% of the students now taking online classes. To meet this challenge, the library centralized library services by closing the regional Library Information Centers and established a Multimedia Department focused on developing tutorials and online training materials, established an outreach librarian position, and worked with reference and instruction librarians to expand their roles as liaisons to the various academic programs. The library is learning to work smarter, not necessarily harder, and much leaner.     

Library Value in the Classroom: Assessing Student Learning Outcomes from Instruction and Collections

What is the value of library services and resources in the college classroom? How do library instruction and collections contribute to academic teaching and learning outcomes? A chemistry instructor, instruction librarian, and technical services librarian collaborated to answer these questions by combining chemistry education and information literacy pedagogy to assess student learning. The authors developed curriculum units that teach information literacy skills and scientific literature research in a General Chemistry Laboratory course for Honors students. Their study extends beyond examining library instruction and collections assessment in isolation. Rather, their research protocol intends to contribute to student learning outcomes assessment research. The authors propose that an embedded, mixed-methodology, and longitudinal approach can be used to collect data and assess outcomes in terms that describe and measure the value of library services and resources.     

高校图书馆华裔留学生延伸服务策略研究——基于两所“侨校”的问卷调查

[目的/意义]了解华裔留学生的信息素养、偏好与倾向、对图书馆的认知及个性化需求,提出华裔留学生延伸服务的策略。[方法/过程]在对国内外相关研究文献进行调查的基础上,对两所"侨校"的华裔留学生进行问卷调查,回收376份有效问卷,并进行统计和分析。[结果/结论]华裔留学生的基本信息素养不高,对图书馆移动终端服务的关注程度较低,使用图书馆的频率总体偏低;华裔留学生偏好人际直接交流的方式、倾向于"实地"学习;华裔留学生对图书馆的必要性及重要性的认知程度较高,其需求呈多样化特点。提出识别华裔留学生群体的需求和倾向,发掘后备人力资源,关注文化差异等高校图书馆对华裔留学生延伸服务的策略。     

Learning Commons in Academic Libraries: Discussing Themes in the Literature from 2001 to the Present

Although the term lacks a standard definition, learning commons represent academic library spaces that provide computer and library resources as well as a range of academic services that support learners and learning. Learning commons have been equated to a laboratory for creating knowledge and staffed with librarians that serve as facilitators of learning. Many of these spaces evolved over time with the addition of campus partners and services. In this article, the authors examined the literature on academic library learning commons to identify common themes. A qualitiative analysis of 103 articles identified five themes including: planning the learning commons, assessing the learning commons, benefiting from the learning commons, collaborating in the learning commons, and staffing the learning commons. Foremost, the review pointed to the increasing popularity of learning commons in academic institutions. To that end, it remains critical that librarians possess the capabilities necessary to support students, faculty, and staff in these next generation learning spaces. Some of these capabilities include traditional library skills, but librarians' computer literacy, including familiarity with web 2.0 technologies, and their knowledge of instructional design remains important too.     

Home Away from Home: Extending Library Services for International Students in China's Universities

In response to the rapid growth of international students in China's universities, it is important for university libraries to extend their existing services, which were mainly designed for native Chinese students. This paper reports on a research study aimed at extending library services for international students by identifying and understanding their requirements. An exploratory case study research design was adopted. Specifically, the Wuhan University Library was selected as the case study, at which 23 international students were approached and interviewed using semi-structured questions. The analysis of interview data pointed to 14 library service requirements in four main themes: feeling welcomed, convenient accessibility, comfortable learning environment and diverse learning resources. On this basis, five practical strategies were formulated. This study focused on China's university libraries, however, the research findings provide useful implications and insights that can be shared across international borders.     

Creating a Logo to Market Distance Learning Services

ABSTRACT

With distance education rapidly expanding at many institutions, the successful promotion of services designed for distance learning faculty, staff, and students is essential since most of the students will never visit the library building.

While many libraries have created a logo for their main web page that is also used on publications and handouts, an evaluation of distance learning sites and portals reveals that few libraries use a logo specific for distance learning. Creating a brand identity is a marketing element underutilized in promoting distance learning library services.

In the fall of 2004, it was determined that a distance learning specific logo would help to better promote services. The logo is used on all the library's distance learning sites as well as publications including brochures, bookmarks, and presentations. The goal is to create a unique “brand” to unify all of the library's distance learning materials.

This poster session focuses on the history of the design and selection of the logo. During the creation process, several images were considered as logos. The poster describes the reasons for selecting one design over others, and includes tips for the institutional approval process.

This poster demonstrates the uses of the distance learning logo to brand presentations, publications, and Web pages to successfully increase use of distance learning services, and create a name for the services.     

Library Use Skills for College-Bound High School Students:

Despite national concern with general educational articulation for high school students making the transition to college, little research has been reported in the literature specifically on library use/research skills. This paper summarizes recent literature on this topic from an academic librarian's point of view. In addition, the results of a survey of academic library user education services provided to high school students in Washington State are reported and contrasted to current cooperative efforts in other states. The relevance of library use skills for lifelong learning as well as for college-bound students is empasized.     

谈高校图书馆门户网站建设

高校图书馆网站建设是高校校园网网站建设的一部分，其门户网站网页的制作显得非常重要．它的建设要置干校园网之中，要体现高校图书馆的特色。为高校师生的学习、教学、科研提供优质的信息资源和知识服务，架起图书馆资源、服务与读者之间的桥梁。     

高校图书馆如何应对“扩招”和“超常规发展”——汕头大学图书馆的网络化与数字化建设

高校的“扩招”和“超常规发展”是新形势下高校图书馆面临的重大挑战。汕头大学图书馆充分利用现代信息技术，密切配合学校教学科研工作的需要，从网络、系统、资源、人员、服务等方面入手，基本上形成了开放的信息环境，具备了丰富的信息资源，满足了新形势下为全校师生提供高质量信息资源服务的要求，正发展为新一代图书馆。     

Creating a HIP in the library: A high-impact practice case study

Abstract

High-impact practices (HIPs) have been adopted on college campuses to enhance student learning. The academic library provides services and space contributing to learning at its institution. Librarians conduct space research to learn how the library building can better serve its users. Library space assessment is one way for librarians to engage with faculty and students to create an HIP in the library. This article is a case study of a collaboration between a librarian and a sociology professor to design an observational study. It demonstrates how librarians can contribute to HIPs at their institution by involving students in meaningful research.     

Using Students to Make Instructional Videos: Report of an Initial Experiment

Librarians employed student assistants and tasked them with the mission of creating library instruction video tutorials for their fellow digital natives. This article describes the benefits of peer instruction and learning within a participatory culture, a culture in which students are not only consumers of content but also creators. It also covers how a university library used these tutorials to teach first-year common experience courses and surveyed 200 students from these courses about their knowledge and comfort levels with specific library services after viewing the videos.     

Utilizing syllabi to support access services and beyond: A case study

New York University Abu Dhabi (NYUAD) Library receives copies of all course syllabi to provide a number of services to faculty and students related to acquisitions, access, collection development, subject liaison, and library instruction. Access services and acquisitions staff, as well as subject liaison librarians, work together using specific workflows to ensure that subject-relevant materials are selected and purchased on an ongoing basis and access needs are met by course reserves or the learning management system. Additionally, the library works closely with the NYUAD Bookstore, which also receives textbook orders, to ensure that students have access to all required and supplementary materials on the first day of classes.     

The Role of Academic Libraries for Augmenting Self-Directed Learning in Higher Education

Self-directed learning (SDL) has become a significant concept adopted by higher education institutions. In this context, academic libraries become an essential entity as they create these better learning environments. Therefore the present study aims to explore students’ perspective towards the usefulness of library resources for their learning approach, identify undergraduate satisfaction with library resources and services and their competency with some of the information literacy skills, and finally to investigate how academic libraries could support SDL in higher education.     

A qualitative study of the academic,social, and cultural factors that influence students’ library use in a rural Ugandan village

The Kitengesa Community Library in rural Uganda is unique in that provides tailored collections and services for the community. This library, which was built in 2002, serves a small but diverse population including a large number of secondary school students who live in the area. Previous research on the impact of this library on the surrounding community revealed that the library influences reading habits, reading culture development, and the availability of locally relevant information. This is especially true for young adults, who represent Uganda's fastest growing population. Only 18 percent of girls and 20 percent of boys are enrolled in secondary school, rendering this group of students (ages 13–17) particularly vulnerable to a wide range of social and economic challenges. School libraries in Uganda are rare, and in this case, the Kitengesa Community Library serves as a de facto school library. Previous research by Dent and Yannotta (2005) revealed that secondary school students are among the heaviest users of the Kitengesa Community Library, and this qualitative study represents an attempt to characterize students' library use experiences across academic, social, and cultural domains. Findings suggest that the student experience consists of five factors – personal improvement, reading culture development, academic support, learning independence, and reducing isolation. There is a growing network of rural village libraries in Africa and the findings from this study will be used to inform development of additional library services and resources to better support student learning and interpersonal growth.