Robin Beavers
University
of Maryland, University College
Master
of Distance Education & E-learning
OMDE
670 - Capstone Project Draft #3
Abstract
To
be recognized as a respected and equivalent option to traditional institutes of
higher learning, universities and colleges offering distance-learning programs
must strive to provide the same types of stakeholder support services that are
a part of their brick and mortar counterparts. One of the most important
support systems for students and faculty is library resources and services. In
this age of information it is important to imbue students and faculty with the
skills required to access, analyze and apply information for their academic
lives and as a part of society. Thus, the main purpose of this paper is
to show why mandatory library instruction is essential to the success of both
distance learners and faculty in institutes of higher education. Additionally,
the changing role of librarians in distance education, the digital divide as a
barrier to library access and library instruction as a tool to increase student
retention are also a part of the research.
Introduction
The
marriage of technology and education has caused learning to “shift from knowing
what to knowing how, how to learn, how to secure information, and how to use
it” (Sacchanand, 2002). In order for participants of distance education to
succeed, it is incumbent upon institutions that offer distance learning to
vigorously support students and faculty in acquiring the skills to help them
build a foundation for academic success and lifelong learning. The Association
of College and Research Libraries (2008), asserts that “students, faculty,
administrators, staff, and others that are a part of any institution of higher
learning, are entitled to the library services and resources of that
institution even when they are not physically on campus”. This paper asserts
that distance education institutions should mandate library instruction as a
means to instill research information literacy skills. Library instruction,
also known as information literacy or bibliographic instruction is a program
that teaches users how to use the library to find, use, and evaluate
information. Whatever the label applied the goals are the same (Samford
University; ACRL, 2006),
- To treat each student encounter as a teachable moment.
- To increase user awareness of available learning resources & tools.
- To teach all students how to effectively evaluate resources.
- To assist students in developing effective research skills & strategies.
- To promote information literacy across the curriculum.
- To encourage all students to become lifelong learners.
- To increase the number of collaborative opportunities.
- To support the mission of the university and library.
Academic librarians can be used to teach
students, faculty, and other stakeholders how to access, search, appraise, and
apply information for appropriate use. Furthermore, this paper will demonstrate
the critical role that librarians play in supporting distance education.
Research will also explore the potential barriers to providing library services
including lack of awareness, not knowing how to access library resources and
services, as well as the specter of the digital divide .
The first half of this paper is the literature review, which will offer a
definition of library instruction as well as look at the research regarding the
benefits, effects that library instruction can have on distance students and
faculty as well as discuss some of the hindrances to providing library
instruction. The second part of the
paper will offer an analysis of the distance stakeholders, the types of instruction,
innovations for providing library instruction, assessment of library
instruction as well as consider the best practices of library instruction
services offered to distance learners.
Literature Review
Literature uses several terms for library
instruction, including library orientation, information literacy, user
education, or bibliographic instruction (Wikipedia, 2014). This literature
review supporting the need for mandating library instruction is multifarious
and complex and will include the benefits of library instruction such as
evidence showing that library instruction increases library use by both
students and faculty (Sobel &Sugimoto, 2012) .The review will investigate
the possible link between library instruction and student retention and
persistence (Mezick, 2007; Haddow & Joseph, 2010; Soria, Franken &
Nackerud, 2013;Needham, Nurse, Parker, Scantlebury & Dick, 2013; Rodriguez,
2011). An emergent research topic is
the academic library as a gateway to lifelong learning (Dixon-Thomas, 2012;
Smith, 2011), with library instruction instilling research, evaluation and
application of information skills that have an impact well after formal study.
The research will discuss the library and
research characteristics of distance students and faculty. There is ample
research regarding the need for academic librarians to advocate and become more
vocal participants in the distance education community, as a means to
demonstrate accountably of library resources and services as an integral
support system for distance students and faculty (Farkas, 2013; ACRL, 2009).
The research supports the formation of collaborative partnerships between
academic librarians and other stakeholders, especially faculty (Giesecke, 2012;
Kobzina, 2010), to promote library awareness amongst the distance learning
community (Watson, 2007). Furthermore, the literature review will also delve
into the preparedness and education of academic library staff and their role in
instructing students and faculty (Kern, 2009; Oakleaf, 2009).
Lastly the literature concentrates on the
limitations and barriers to providing distance learners with access to distance
education which of course includes library instruction. Some research states
that one of the most common barriers to library use includes lack of easy
access (Dresselhaus & Shrode, 2012; Bhatti, & Jumani, 2012), including
a lack of direct links to the library, the need for passwords and multiple
logins. There is also research on the far more challenging barriers wrought by
the digital divide, which concerns those whose access is limited to Internet, technology and information by
issues such as socio-economic levels, geography, politics, culture or
language.(Onwuegbuzie, Jiao, & Daley, 1997; Love, 2009;Long,2011; Jackson,
2005 ).
Why mandatory library instruction
A prerequisite is defined as a
precondition; something that is essential, necessary, imperative,
indispensable; a requirement or a stipulation (Kauffman & Gilman,
2002). Library instruction may be
considered a prerequisite to the overall success of the distance learning
experience (Ludwig, 2005). The ACRL
asserts that the library “must provide information literacy and instruction
programs to the distance learning community in accordance with the
ACRL Information Literacy Competency Standards for Higher
Education” (ACRL, 2000; Caspers, Fritts, & Gover,2001). Users of the
Internet are beset by so much information that they have what author David
Shenk termed “data smog” (Shenk, 1999). The data smog concept is that the
unprecedented surfeit of information can hinder comprehension and create stress
that ultimately affects performance. For distance students the additional
information needed to complete assignments only adds more confusion and angst.
Mandatory library can alleviate what according to research is one critical
reason for student failure, the feeling of being overwhelmed. For incoming
students it appears to be a case of never having acquired competent research or
study skills. (Lebow, 2010) explains that it does not seem to matter what type
of social-economic background that students come from, no one has taught them
how to study. Lebow goes on to say that, the problem begins when high schools
“overload their students with content and neglect the process by which that
content can be mastered[ ”(Lebow,
2010, p.2). The need for guided library and literacy instruction can be a great
asset to these students who are already beginning with questionable library
skills. Lebow asserts that these shortcomings become apparent when students
enter college and the support system to which they have grown accustomed is no
longer there. In virtual education, it is not the instructor’s place to help
students access tutoring or library resources.
Moreover, Fink (2002) declares that students that are ill prepared for
virtual education can have a negative effect on fellow students and
faculty.
Research shows that another important
reason to mandate library instruction is to make students and faculty aware of
all of the kinds of resources available to assist them. A study by the University of Illinois of
distance graduate students (Hensley,& Miller, 2010), asked students which
library services they used most. The top two resources were online journal
articles and course reserves. When queried as to why they did not utilize other
library services such as online tutorials, one on one library tutoring and
document delivery, many respondents said that they were not aware that those
services existed.
In lieu of mandatory library
instruction, academic libraries offer assistance to distance stakeholders on
demand. Libraries provide students and faculty with contact numbers, email or
live chat options from the library’s website.
However, the research shows that neither students nor faculty tend to
ask for assistance even when it is warranted (Kolowich, 2014; Catalano, 2013).
Most students begin their research on the internet before considering using
library resources, subsequently missing the resources provided by their own libraries
(Malenfant & Demers, 2004; Catalono, 2013). Many distance students will
then defer to their public library, which raises other issues. Research is
sparse on the evidence of distance learners using public libraries (Barsun,
2002, Catalano, 2013). But there is
evidence that states the distance learners prefer to use their public
libraries, generally because they are comfortable with the surroundings
(Freeman, 2008), not understanding that public libraries lack the depth of
information required to complete post- secondary courses( Oladokun, 2014
;Freeman, 2008);Barsun, 2002; Caspers, 2000). The author and the author’s
colleagues can attest to the rise in distance students seeking assistance at
public libraries. With some public librarians, there is palpable frustration
with the recurring instances of distance learners who lack the basic
proficiency and ability to find their institution’s library resources (Barsun,
2002). L. Starks, a reference librarian
at a medium sized library outside of Chicago laments, “I feel as though I am
not doing my job” (L.Starks, personal communication, April 10, 2014). Starks
goes on to recount the rising number of adult learners who come into the
library seeking resources such as scholarly articles and documents to which public
libraries do not have access. “I get a blank stare when I try to explain that
not only do we not have JSTOR, or ProQuest, but that they are already paying
for the library services they are not using.(L. Starks, personal communication,
April 10, 2014). Starks, who earned her Master of Library Science degree
online, stated that she wishes that even her school had mandated library
instruction as a means of learning to navigate the library resources. “I can
only imagine folks without a background in librarianship
becoming frustrated and confused while looking for databases and
resources. “I at least understood databases, citations, and all that, but I
would have liked to have been oriented to the layout of the online stuff at the
University of Illinois” (L. Starks, personal communication, April 10, 2014).
Starks asserts that library instruction would not solve every student’s issues
noting that students must be motivated but a formal introduction for distance
students to library resources could not have any disadvantages. The author
agrees, instruction would at least let students understand how and where they
can log onto their library, so many of these students come into the library
with no idea of the library’s website, their username, or password. Starks
states ,”I find it almost unforgiveable that institutions don’t feel some
responsibility to give these students a fighting chance, I often wonder about
the completion of their assignments and the morality of some of these schools”
(L. Starks, personal communication, April 10, 2014).
Self-directed online tutorials may be used by
more motivated students, however mandatory or course integrated library
instruction have a better chance of instilling the importance of the skills as
students progress (Malenfant & Demers, 2004). Catalano asserts that
mandatory or integrated literacy instruction helps build competencies to “best
achieve information and technology literacy” (Malenfant & Demers, 2004, p.272).
Benefits and impact of
library instruction
The literature tends to
focus on four major benefits of library instruction,
- Continuing use of library resources after instruction
- Potential student retention
- Improvement of grades
- Lifelong learning
When looking for the impact of library
instruction on students, academic libraries would be encouraged to see a
definite connection between library instruction and an increase in library use
post instruction and even more, they would like to see evidence of improved
student retention (Oakleaf,2010; Stone, 2012). There is some evidence that both
students and faculty continue to use the library once they are introduced to
the resources and services that are available (Sobel&Sugimoto, 2012). The
theory behind continued use is that once students and faculty know where and
how to find information they will use the library for future assignments.
Studies show that students that had library instruction showed a significant
increase in the citing of scholarly resources in subsequent assignments
(Rafferty, 2013) Additionally, a study by Hurst and Leonard established that
students who participated in library instruction cited a “wider variety of
resources, used a higher number of library resources, and cited more journal
articles” (Hurst & Leonard, 2007, para.10). Moreover, they concluded
that students who had been shown how to access and use the library’s
scholarly resources did so post instruction.
However, most research asserts that the correlation between library
instruction and continued library use is not that clear and requires further
investigation (Sobel and Sugimoto 2012; Rafferty, 2013; Hurst & Leonard;
Mezick, 2007).
In regards to student retention or
persistence and library instruction, the majority of studies done on the
correlation between lower dropout rates and library instruction are incomplete
(Needham, Nurse, Parker, Scantlebury & Dick, 2013). Moreover, most studies on the impact of
library use on student retention have been done on traditional students, those
that visit on campus libraries (Needham, et. al, 2013). The outcome of some studies suggests that
there is a link between student library use and student retention. One study
found that institutions that spent more on libraries and staff had higher
student retention. (Mezick, 2007). Research also finds that dissecting student
retention for distance learners requires consideration of other variables other
than institutional support such as library instruction. Brown-Mille(2001)
asserts that non-traditional aged students, which comprise a large number of
distance learners and retention depends on a multitude of external factors,
including but not limited to personal background, existing commitments, time
restraints, goals and motivations.
While conducting research on library
instruction and student retention, The Australian Council for Educational
Research (2008) found that, there is a connection between students’ grades and
the use of information within the library. Thus, a link may be drawn between
library use and student academic performance (Cox & Jantti, 2013).
Therefore, research asserts that academic libraries work with their
institutions to implement plans to retain usage data of library resources
especially usage on e-resources, as a means to provide more qualitative
research information (Stone & Ramsden, 2013; Seidman, 2005; Oakleaf, 2010).
Innovative projects at Huddersfield and Mimas University in Manchester, UK have
taken note of the potential impact data gathering can have academic libraries
(Graham & Ramsden, 2013). The universities have begun collecting data on
the usage of card catalogs, e-journal access, document services, and library
pages with the purpose of helping academic libraries improve collection needs
as well as monitoring research trends. The expectation is that collecting this
data will lead to better student support as well as present information showing
the effect library instruction can have on student success and retention.
Ultimately, this will offer, hard data for administrators who set the policy
and more importantly the budget (Graham & Ramsden, 2013).
Some studies show that students that
participate in online orientation, interact with other students and are
provided with a solid support system are more likely to be successful in the
virtual learning environment (Shea, 2007). L. Jenkins, reference and
instruction librarian at Temple University in Philadelphia, Pennsylvania
asserts that library instruction helps to take the stress off of students, in
turn increasing their chances of being a successful student more likely to stay
the course”(L. Jenkins, personal communication, April 19, 2014). Moreover,
Soria, Fansen, & Nackerud, 2013 suggest that institutional support and
activities that can improve student’s academic success can prove worthwhile in
the effort to improve student retention. However, research suggests that
currently there is not a quantitative way to collect reliable data on the
connection between library use and favorable student outcomes in distance
education. One may conclude that library services are a viable part of that
support system but it is at best a loose correlation between all support
systems and retention of distance student populations (Clark, 2007; Seidman,
2005; Noel-Levitz, 2007; Needham, et.al, 2013; Soria, Fansen& Nackerud;
2013).
Lifelong
learning
“Information-literate people know how to
be lifelong learners in an information society” (Snavely & Cooper, 1997,
p.11). Library instruction provides research and technical skills that are
needed long after college is complete, skills learned in libraries translate
into marketable skills for employment and for personal use (Lau, 2006). According to the ACRL standards (2008), “The
attainment of lifelong learning skills through general bibliographic and
information literacy instruction in academic libraries is a primary outcome of
higher education, and as such, must be provided to all distance learning
students.” Additionally, The
International Federation of Library Associations and Institutions (IFLA) state
that literacy and lifelong learning substantially improve (IFLA, 2006),
• Choices an individual has in the
context of personal, family and societal matters.
• Quality and utility of education and
training in both formal school and informal vocational or on-the-job training
settings.
• Prospects of finding and keeping a
satisfying job and appropriately rewarded career advancement, and making
cost-effective and wise economic and business decisions.
• Participation of the individual
effectively in social, cultural and political contexts.
A proposal by the National Science Council
(NRC) in 1999, asserted the need for a “greater command of information
technology, combining continuous education and lifelong learning,” (NRC, 1999,
P.2). The Council asserts that information literacy focuses more on “content
and communication” They proposed exchanging the word fluency for literacy,
which focuses on “intellectual capabilities, conceptual knowledge, and
contemporary skills” (NRC, 1999, P.3)
According to the Council’s proposal,
“fluency in information technology” (FIT) (NCR, 1999, p.14) requires three
kinds of knowledge: “contemporary skills, foundation concepts, and intellectual
capabilities.(NRC, 1999, p.15)” Competencies exhibited by FIT individuals
include being able to adapt to evolving technologies, effectively learning new
systems, using technology effectively, and application of information
technology to “personally relevant problems (NRC1999,p. 15)” All of which are a
part of lifelong learning, the foundation of which may begin with library
instruction.
Library
accountability and advocacy
The role of academic librarians in
distance education has included providing service through various technological
phases including correspondence and television in the effort to assist remote
students (ALA ,
2007). The advent of the Internet and its technologies has allowed academic
librarians an opportunity to disseminate information and assist users on a
larger more global scale. In this
climate of budget cuts and accountability, academic librarians must take their
place and advocate their worth in distance education in the 21st century.
According to ALA (2013), academic libraries spent 1.4 billion in 2012 on
subscription e-journals, yet there is evidence that finds these expensive
resources are terribly underused (Chen, 2014). Furthermore, the evidence
asserts that these academically valuable resources are underused because
students are not trained to use them (Chen, 2014). Additionally there is
evidence that even when students use the library the scope of services used is
small compared to what is available (Hensley & Miller, 2010). Librarians
must take a stand and assert themselves and insinuate themselves into the
integral role that they know academic libraries have in distance education. It
is hard to defend your budget when the most expensive materials are underused.
As with distance education in all of its facets, cooperation and collaboration
are necessary, now more than ever it is imperative that librarians foster and
cultivate significant relationships with distance education administrators in
order to guarantee that the necessary policy provisions are established to
distribute quality library services to their distance students (Watson, 2006).
Distance
Stakeholders
To mandate library instruction it is
necessary to understand those who have the biggest stake in reaping the
benefits of library instruction in, students, faculty and the librarians tasked
to provide instruction. According to Pew Research (2011), enrollment in online
courses at colleges and universities around the United States has grown at
a greater rate than overall higher education enrollment over the last decade.
In fact, the Department of Education (2012), estimates that 5.5 million
students have taken at least one online class at college level (Kolowich,
2014). With the exponential growth of distance education, academic libraries
find themselves in a challenging position.
The task is how to provide library resources and services to this
growing group of students. In an effort to support the need for mandated
library instruction, it is necessary to identify the characteristics of
distance learners (Cassner, & Adams, 2008).One cannot make simplistic
distinctions about distance learners and they cannot be considered as a
homogeneous group, distance learners have different motivations, cognitive
abilities and learning styles (Wang,
Peng, Hou,& Wang, 2008). However, they do share some characteristics and
similarities. According to Moore and Kearsley (2005), the majority of
research indicates that distance-learning students are more likely to be older, falling into the 25-50 year age
range, than students enrolled in traditional on campus programs (WPI, 2012).
These older students are often referred to as non-traditional age students(
Ross-Gordon, 2011 )Additionally, the National Center for Education Statistics
(NCES) asserts that there are seven characteristics that adult students tend to
share (NCES,2002),
- entry to college delayed by at least one year following high school,
- having dependents,
- being a single parent,
- being employed full time,
- being financially independent,
- attending part time, and
- not having a high school diploma.
Moreover, older adult students are
self-directed learners who bring life experiences into the online learning
environment All of the other obligations tend to take precedence over school
and thus, these students have very little time to waste .These distance
students value information that is relevant and that they can use and apply
with some immediacy(Jaggers &Xu, 2010). One of the goals of the library is
to teach students to use library resources so that they can perform much of
their basic research with a minimum of assistance. Starting with a
mandatory library module would allow librarians to set the foundation for these
learners.
Many libraries have had to scale back
staff, journal subscriptions, book purchases and other services (University of
Washington, 2010; Scudelari, 2010) all while the student body grows and demands
quality library service. This growing group of students will need a viable
support system to succeed.
When it comes to distance learning and
accessing information, being technically proficient is a necessity for both
students and faculty. The theory of the digital native and digital immigrant
(Prensky, 2001) is a valid part of the discussion when it comes to distance
learners. Since distance learners and faculty tend to be older, most fall
within the digital immigrant category. Digital immigrants are defined as those
persons born before 1980 and thus have had to adapt to the technological
society that exists today. Digital natives are born into a technological
society; they do not know any different, because most had begun using computers
between the ages of five and eight (Blankenship, 2008). Therefore, by the time
they were16 to 18 years old, they have no concept of the pre-Internet world.
However, it cannot be assumed that digital
natives are more capable of seeking information than their digital immigrant
counterparts. As Presnky (2001) declares immigrants of all kinds adapt at
different levels, thus some digital immigrants may have better computer and
research skills than their younger classmates may. In fact, some studies have shown that in
regards to researching and finding information, many digital natives tend to
overestimate their search capabilities (Baudino, 2011). Often called Next Gen
students, this demographic tends to rely on Google and the Internet for their
primary resources and though this group tends to be computer literate, they are
not “research literate” (Campbell, 2007 p.30). A study performed by five
Illinois colleges found that not only do students rely on Google as their main
resource, but also they do not know how to use Google well (Kolwich, 2012).
This laissez faire type of research results in findings that are less than
scholarly and may miss the mark all together.
Additionally the global student cannot be
forgotten, research shows that American students are more aware of how and what
their libraries have to offer (electronic resources, inter library loan,
document services) compared to international students (Catalano, 2003).
Faculty
and librarians
Successful distance education requires
teamwork and collaboration and he ACRL best practices states that a good
information literacy program supports the collaboration of librarians, faculty,
and administrators to the benefit of students learning and distance education
(Victor, Otto & Mutschler, 2013). According to Raspa and Ward, (Davis, 2000)
the collaboration between librarians and faculty is the "next great
transition” in higher education. Leeder (2011), likens the faculty librarian
relationship to that of a marriage, instead of a relationship based on love, it
an academic partnership with shared goals such as “improved instruction and
research or publishing opportunities” (Leeder, 2011, para.5). In the past, research asserted that the
relationship between academic librarians and faculty had been less than
friendly. While some viewed librarians as equal, others viewed them as support
staff (Farkas, 2005). Breaching the faculty culture caused friction and some
distrust, C. Kump, a Public Services/Reference Librarian at University of Saint
Francis states that, ‘Mandating or suggesting anything regarding faculty and
their classes can get tricky. Faculty usually don’t like to be told how to run
their classes, there are issues of academic freedom (C.Kump, personal
communication, April 21, 2014). More
recently, there is evidence that a collaborative relationship between these two
important players in distance education is gaining momentum and acceptance
(Rittenbush, 2010). This is a step in the right direction because research
supports the importance of librarians creating relationships with faculty as a
means to provide library instruction to distance students (DeForest, May &
Spencer, 2004; Miller, O’Donnell, Pomea, Rawson, Shepard & Thomas, 2010; Hensley
& Miller, 2010; Catalano; 2012). “While librarians are charged with
imparting information literacy and information skills, it is up to the faculty
teaching courses and supervising projects to ensure that students get this
instruction”(Catalano, 2012). Additionally, Hensley and Miller (2010) in a
University of Illinois study show the importance of faculty knowledge of the
library and its services. A full 65% of students who used the library did so
because they learned about them from the instructor.
Another study showed that course instructors
who gave their students guidelines and information about the library’s
scholarly resources affected the quality of scholarly citation provided by
students in their assignments (Rafferty, 2013). Cahoy and Moyo, 2005)
questioned the distance faculty at Penn State and found that a majority,
approximately 62% of faculty did not require their students to make use of the
school‘s library. A large part of the reason is that the faculty was not fully
aware of the services offered to distance students. A productive alliance
between faculty and librarians could improve faculty use of library services
and thus give their students a chance for more exposure to library resources.
Library instruction and curriculum
Understanding the stakeholders helps to
understand the type of instruction needed to maximize the benefits and
potential favorable outcomes of library instructions (Mclean & Dew, 2004).
Library instruction may also be known as, library orientation, information
literacy instruction, or bibliographic instruction. Library instruction is
essentially an instructional program designed to teach library users how to
locate the information they need quickly and effectively (Wikipedia, 2014). According to the Association of College and
Research Libraries (ACRL)2000,
information literacy is a “set of abilities requiring individuals to recognize
when information is needed and have the ability to locate, evaluate, and use
effectively the needed information[ ”(ACRL,2000).
Hensley and Love (2011), state that library instruction is multifaceted and has
six vital elements, “staff development, partnerships, outreach, instruction,
student needs, and assessment.” Today, the impact of evolving technologies has
necessitated a broadening of the scope of the instructional needs of students
and faculty. Library instruction now encompasses a myriad of issues directly
related to online delivery. Library instruction is designed to (Bower &
Mee, 2010; Caspers, Fritts & Gover, 2001; Fitzgerald & Meulemans, 2011;
St. Mary’s University ,n.d.).
- Introduce or re-acquaint students with relevant library resources in a variety of formats for their projects and information needs;
- Help students to access needed information effectively and efficiently;
- Help students develop efficient and effective information search strategies;
- Help students develop critical evaluation skills, so they can determine relevance and reliability of information for their needs;
- Determine the nature and extent of information needed;
- Help students evaluate information and its sources critically and incorporate selected information into their knowledge;
- Help students use information effectively to accomplish a specific purpose; and
- Help students understand many of the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally. (Bower & Mee, 2010; Caspers, Fritts & Gover,2001; Fitzgerald & Meulemans, 2011; St. Mary’s University)
Additionally, the ACRL
stresses several best practices
to keep in mind regarding library instruction and curriculum,
- Learning Styles. Librarians must be familiar with the various learning styles, especially as they are represented in the virtual environment. Library instruction must use multimedia to instruct students including video, audio, and text.
- Potential barriers. Distance education is global in scope, serving students from around the world. Materials used to instruct must be designed and delivered keeping this in mind. Language is a major consideration when preparing text and audiovisual materials. Additionally, any synchronous materials must be asynchronous as well.
- Technology application. It is necessary to be aware of the technical issues related to the delivery of some information using multimedia applications. Not all users may have the bandwidth to handle large “high-end” applications (Brooke, McKinney& Donoghue, 2013). Again, providing the same information in a variety of ways helps to allow access for more distance users.
- Privacy – “When capturing data in recordings or through email, always omit any identifying information, the user provides.”
- Standards and Guidelines - Those who design, create, and instruct must be aware of standards and guidelines of the ACRL and their parent institutions to assure quality instruction implemented for distance learners.
Instructional library classes come in many
varieties, there are the formal instruction classes, there are non-credit, and
credit based courses these instructions may be provided by live chat, email,
webinars, online tutorials, teleconferencing, or by phone. (Kasowitz-Scheer
& Pasqualoni, 2002). In today’s technological environment, library
instruction may also include tutorials about the use of various software and
productivity applications required to create and complete assignments
(Bower& Mee, 2010). The most basic topics covered in library instruction
are (Bower & Mee, 20102; Helms & Whitsell, 2013)
- What sources should I use?
- How do I choose a database?
- Where do I find the book or article?
- How to identify a scholarly resource?
Thus, the use of databases,
online card catalog, and the differentiation of scholarly sources vs.
Internet sources dominates the basic
information literacy courses, additionally
proper citation, and academic integrity are part of many instructional
library courses.
An important question for
librarians is how long and how often should library instruction be? The so called one- shot library
instruction course has been the standard for many library literacy programs
throughout the years (Rex, Jennings, Hinnant, Markgraf, Kishel, & Watson,
2013; Carson & Kneale, 2011) However, now in the climate of accountability and student
outcomes, the one shot instruction model is seen as being limited and
ineffective. To overload students with
all of the information that they need to know about research skills in one
session in the digital age is unlikely to be useful (Rex, et al). There is a move towards a prolonged and
systematic approach much like LMU’s move to integrate library instruction into
the curriculum. Kump agrees, “I think information literacy is vital to the
foundation of any education. It should be an integral part of the curriculum,
built into the subject matter” (C. Kump, personal communication, April 21,
2014). Research supports that any kind of library instruction is better
received when it has to with the student’s current course and current
assignment. Hence, the move to calls for more embedded librarians.
Many disciplines require that students
take courses that establish an understanding of a subject prior to enrolling in
advanced studies. In some institutions, library instruction is highly
recommended, at the University of Rhode Island, administrators encourage
students to take library instruction by allowing it to fulfill a general
education credit (Burkhardt, 2007).
Other institutions mandate library instruction, for instance at UMUC,
all undergraduates within their first 18 credit hours, and all graduate students within their first six
credit hours are required to take a
one-credit course, LIBS 150:Introduction to Research . Some institutions have taken mandating library and
literacy instruction even farther, for
instance, Loyola Marymount University (LMU) in Los Angeles, California, has
implemented what they call a “tiered systematic approach” to teaching
information literacy skills for its students. As of fall 2013, during their
first semester, all LMU freshmen will take the first of several compulsory
courses throughout their academic career at LMU, designed to develop literacy
skills using the library. Faculty is required to embed information literacy
activities in their courses (at least 10%) as part of LMU’s new Information
Literacy Core Curriculum (Loyola Marymount University).
Student access to support and
participation in orientation are crucial .Without it many of these students are
adrift and left on their own to figure out how to gather and use information.
Lebow asserts that providing students with the tools to succeed academically
benefits the student, faculty, institution, and society by graduating people
prepared to compete in the global workforce.
Assessment
“Libraries define, develop, and measure
outcomes that contribute to institutional effectiveness and apply findings for
purposes of continuous improvement” (ALA, 2011, P.3). However there is a dearth of research when it
comes to outcomes and assessments for academic libraries serving distance
stakeholders (White, 2010). White asserts that” Online services and customers
and the scope of organizational impacts created by technology in service
delivery are frequently not accounted for in assessment planning processes”
(White, 2010, p.1019). Still the success
of the academic library depends on its “exploitation and use as much as its
collections and resources” (Israel, 2011, para.9) and to be successful,
distance libraries must consider and meet the requirements of a diverse group
of users from around the globe (Ritterbush, 2014). Assessment is never ending,
the habit and practice of focusing on goals and outcomes helps improve
pedagological skills also referred to as “assessment as teaching” (Oakleaf,
2011). For academic librarians it allows for development in creating a relevant
curriculum for library instruction, what to teach and how long to teach it and
assessments leads to improvement of instructional skills (Popham, 2003). The Value of Academic Libraries Report cites
that assessment allows for the following (Hinchcliffe, Davis & Oakleaf,
2011),
•Align libraries with
institutional outcomes.
•Empower libraries to
carry out work locally.
•Create shared
knowledge and understanding.
•Contribute to higher
education assessment.
The ACRL(2013), suggests that among other tools that surveys
or pretests\s be used to evaluate the library skills of incoming students,
after the library instruction session
students can be tested again to see if the library’s program has produced more information literate students and enhanced
research skills.
The ACRL (2008) standards states that
distance library “identifies, develops, coordinates, implements, and assesses
these resources and services.” Assessing the needs of distance students and
faculty is the best way to determine how to attract, serve, promote, advocate,
secure, and maintain library services in distance education. According to
Hufford and Paschel (2010) and ACRL(2008),librarians must make sure that
library instruction meets the objectives and goals of the institution it
serves. Thus, academic librarians must appraise and amend the instructional
programs for their overall effectiveness. Only by understanding the needs of
all key stakeholders will academic libraries begin to discover how to best meet
the needs of distance learners and prove their value to their parent
institutions.(Aliakbar, Moghaddam, & Jowkar, 2009).
Access
Access is defined as,” the ability, right,
or permission to approach, enter, speak with or use, admittance”
(Dictionary.com). All of these components must be a part of access to library
resources and services for distance stakeholders
Because library websites compete with a
host of other Internet services and
organizations for clientele, they must
capture and motivate the user; provide
useful, innovative, and interactive
services and products; give the library
some form of identity; and encourage repeat visitation while holding the
interest of users and simplifying their
tasks, (McGillis & Toms, 2001,p.355).
The library’s website is the gateway for
distance users, therefore, to encourage use of library resources, easy,
navigable web access to the library is necessary for distance students and
faculty (Jones-Roccos, 2001). Most institutions afford library access to their
students and faculty via course management systems (Black, 2008), the lifeline
for distance learning students. Additionally, the ability to access the
Internet on wireless devices affords libraries another access point to provide
instruction as well as market its resources and capabilities. Furthermore,
social media has opened a completely new opportunity to reach remote students;
social networks, blogs, wiki’s, and other Web 2.0 based platforms are free and
readily available for the academic library to display and advocate their place
in the distance-learning arena.
One definition of usability is,
“convenient and practicable for use” (Merriam-Webster). This seems a fitting definition for access to
online library resources; Are the resources and services designed for student
and faculty use easy to access and navigate? Mandating library instruction
could help to alleviate some of the common barriers to using library resources,
in one study by McGillis and Toms (Miles & Bergstrom, 2009) users were
asked to find a database by navigating through a library website The results
were that users had problems choosing which databases to use because they could
not effectively choose subject categories. Research states that a good
user-friendly library website should be (Singley, 2013),
- “Googleable”(Singley, 2013, para.1) –access library resources and services from anywhere.
- Searchable - able to search for anything in a single search box.
- Helpful - point of need research, help where and when it is needed. No extraneous links to click through.
For distance users the library’s website
will be their only interaction with the library’s resources (Emde &
Clausen-Wilson, 2009). Even with library instruction, the ability to navigate
on one’s own is a key factor in the successful use of library resources and
services. In the University of Illinois study of distance graduate students,
aside from being unaware of certain library services, found the website
difficult to use (Kolowich, 2011). Gwizdka & Spence ,2007) assert that
there are three main areas concerning usability among users,
- User “lostness ”: Users do not understand the organization of the digital library, which cultivates confusion and frustration. Cognitive overload and lostness can be major barriers experienced by users when navigating websites
- Ambiguity of terminology: Problems with wording accounted for usability problems, again causing confusion, frustration and wasted time (Beall, 2011).
- Searching for the appropriate databases and subsequently finding articles in e-journals challenged users.
Mobile
Access
Some refer to access to mobile devices for
academic libraries as the “library in your pocket” (Farkas, 2011). Overwhelming public use and acceptance of mobile
devices means that students and faculty expect to access content, including
library resources through these omnipresent tools. (Baudino, 2011). Distance stakeholders have access to Smartphones and
tablets, which provide dynamic tools for library instruction. Mobile devices
provide direct access to users all over the globe and more significantly mobile
devices help break the digital divide, because in many developing countries
like those in Africa and the Middle East (Parr, 2013) cell phones are
considerably cheaper and far more accessible than computers. Thus, the
possibilities of providing library instruction and promoting library services
via mobile device are very practical.
Social
media
Inexpensive and ubiquitous, social media
tools are a practical and relevant means to market library resources to its
targeted users. YouTube , Facebook , Pinterest , Twitter, and others can be
used to disseminate instructional information. Additionally, libraries can use
Skype to present workshops and
synchronous instructional classes. In addition, Instant Messaging can be used
for reference/research assistance, (Khan & Bhatti, 2012).
With this use of social media, it is
crucial to remember that the goals and missions of the library must remain
focused on quality and students outcomes. Therefore, the creation of a social
media policy is advised. Waite, Gannon–Leary and Carr (2011), assert that a
sound social media policy for distance learning does the following,
- Supports knowledge creation
- Develops institutional outcomes
- Incorporates print and electronic resources
- Offers access
- Provides space
- Supports curriculum
- Teaches information skills
The ACRL performed a study
of its member libraries and found that Facebook is the most popular social
media site, additionally, the results from the study found that the majority of leading academic
libraries in Canada and the United States use Facebook as a marketing tool
Lack of promotion of library resources
“Marketing helps librarians improve their
reputation within their organizations and as a profession within society”
(Nooshinfard &Zaiei, 2013, p.6). The distance academic library
must make sure that students, faculty, and administrators use their resources.
Nunn and Ruane (2011), state that historically speaking the marketing of
academic library resources and services were informal in nature. That is no
longer an option; the abundant competition wrought by the Internet and its
successive technologies has made it necessary for academic libraries to bring
awareness to their resources and services. Academic libraries must market like
a businesses in an effort to “improve user satisfaction and promote the use of
services by current and potential users” (Nooshinfard and Zaiei, 2013, p.5).
While some academic libraries have the
funds to have marketing departments or employ, external companies to help them
target their users many do not and must seek other ways to promote themselves. Other
libraries use their websites as a marketing tool, Nooshinfard and Zaiei (2013)
support using the library’s website as an existing and potentially dynamic
marketing tool because it is convenient, affords control of content, is
available around the clock, and can create a positive image of the library.
Additionally, social media like Facebook or Twitter are being used to promote
library’s resources and services, both can be done using existing library staff
instead of external assistance. ALA , 2008 offers that no matter what the promotion technique
the rationale is the same, to make people aware of the library; Circle (2009)
emphasizes that, “marketing today is all about making an emotional connection
that establishes relevance to customers”(Circle, 2009, para. 3).
Inadequately prepared
instructors
Library staffing is a vital component
for delivering library instruction, (Tumbleson & Burke, 2010) and library
instruction is an integral component of academic librarianship. In the digital
age, literacy instruction must be considered as part of the library’s core
mission; however, existing literature suggests that many Master of Library and
Information Science (MLIS) programs do not put enough emphasis on preparing
their students for their ensuing role of instructor (Westbrook & Fabian,
2010, p. 572; Davies-Hoffman, Alvarez, Costello & Emerson; 2013). The global paucity of instruction focused MLS
courses can be seen in a study of ninety-three schools with MLS programs from
around the world that found that only three programs required a literary
instruction course, with only one in North America mandating a literacy
instruction course for its students (Julien, 2005). Hence, exposure to
instruction for some MLS students is a practicum and a practicum alone only
allows for a very cursory understanding of the importance of instruction in the
academic library (Orblych, 2011). Thus, “librarians are ill-prepared to fulfill
those teaching responsibilities due to a lack of pedagogical training”
(Davies-Hoffman, et.al, 2013, p.10). The barrier to providing library
instruction mandated or otherwise is the dearth of instruction ready librarians
coming out of MLS programs and in to academic libraries who are not equipped to
handle the growing task of teaching distance students. Therefore, the ACRL
suggests that institutions with MLS programs begin instituting specialization for academic and public
librarians in the area of distance education and instruction (ACRL, 2008).
Analysis
The author asserts that library instruction
should be mandatory, and is encouraged by distance intuitions that do so ,
either by compulsory library orientation or by the growing interest in making
library instruction and information literacy an integrated and graduated part
of the curriculum. Reviewing the literature, there is no disadvantage to
library instruction, there are questions and challenges such as proving its
value to the distance community, how and when library instruction should be
done, should it one- shot or continuous, but there is no valid reason against
library instruction. The benefits implied, or realized are good reasons for librarians
and their parent institutions to strive to create and promote salient, relevant
and useful library instruction to its distance users.
As with every facet of distance
education, to be successful requires teamwork, it is no different if mandated
library instruction is to be implemented.
Library instruction requires a network of interwoven components that involve
stakeholders, education, policy, marketing, and technology.
Stakeholders
Analysis of the literature shows that the
lynchpin to implementing and solidifying the importance of library and literacy
instruction is the academic librarian. It is obvious that librarians must take
an assertive stance to demonstrate the presence, purpose and power that the
academic library has in the distance learning community. Thus, the best
practices for academic librarians are as follows,
- Make your library presence known to every stakeholder. As a librarian, the author understands the culture of librarianship, librarians must overcome the stereotypical timid nature or conversely the somewhat egotistical assumption that people know what the library has to offer, it is an arrogance that cannot be afforded. Librarians must be proactive, as the research shows, stakeholders rarely approach librarians thus librarians cannot wait until students or faculty come to them. Librarians must lobby to be heard by web designers to make sure that the library website is easy to navigate, and that the library has a link from various institution web pages, they must lobby faculty and show faculty how students can perform better with assistance and guidance from librarians.
- Forge relationships with faculty. The most beneficial relationship for distance students is the partnership between the academic librarian and the faculty. As Moyo and Cahoy 2006 state, “Faculty perspectives on the role of the library in distance education will ultimately determine whether the library is integrated into distance education, and the degree of this integration” (Moyo & Cahoy, 2006, p. 344). Given the research that shows the instructor’s thoughts about the library greatly affect student attitudes fostering a relationship with faculty can be invaluable. Building such an important relationship creates allies that can help and influence policy with administrators.
- Promote. Social media is free, relevant, and easy to use. Facebook, Twitter, or Second Life, Walters and Jackson(2014) suggest that your library have a brand, and personality. Too much research suggests that students and faculty do not know about the resources at their library, Libraries can use email, and social media to createan identity and build a brand. Branding and marketing the library can change the perception of the library as well as inform, guide and create a viable, recognizable, and relevant presence.
- Advocate for the profession. The disturbing research regarding MLS graduates who have not been required to take coursework involving instruction or distance library services is somewhat surprising. ALA the accrediting authority for MLS programs has guidelines that remind library librarians that library instruction must be designed to address all learning styles. An odd reminder considering most MLS students do not take classes to learn about pedagogy. Librarians must advocate a change in MLS curriculum to assure that qualified librarians are entering the workforce, in academic, special and public libraries.
- Assessment. Librarians need valid numbers when defending expenditures to their parent institutions, having data that measures library use would provide the qualitative research that administrators are looking for.
Library
Instruction
The research shows that students benefit
from library instruction that meets their current needs, thus the one-shot
orientation workshop is not the most beneficial form of mandatory instruction.
The author is encouraged by the practice of integrated instruction such as that
used when an embedded librarian becomes part of a course for the whole semester.
An embedded librarian works with faculty to provide guidance for students for
specific assignments and general research issues that arise throughout the
course. This is a form of active advocacy that exhibits the value of the
librarian and the resources to both students and faculty. This type of
sustained support and interaction may be the gateway to improving library use
post instruction and may have the potential to improve overall student
retention, which is why it is important for librarians to assess and maintain
usage data.
Lifelong
learning
The ability to find and evaluate
information is an essential part of life in the digital age. How can a
respectable institution not incorporate the skills needed for a lifetime into their core curriculum? Everyone
is a student now due to technology and most of the population is trying to keep
up, however once the foundation is laid, traversing emerging technologies will
not be as intimidating. Librarians must make sure institutions make use of the
information professionals that they already employ to assist both students and
faculty in reaching their full potential.
Barriers
There are numerous barriers to providing
library instruction. Because distance education is beholden to technology,
library instruction lives under the same challenges. Serving a global clientele
requires consideration of culture, time, access, and even perceptions of the
library from various groups. Library instruction should be presented in various
formats to handle bandwidth issues for instance ,information that can be
relayed using animation can be presented in text, images or screenshots.
Additionally, librarians must remember to incorporate materials that reflect
the identity of the students and staff that they serve, by seeking to include
diverse resources. ALA offers standards for academic librarians working in an
ever-diversifying online environment, of which the most relevant is “Librarians and library staff shall advocate
for and participate in educational and training programs that help advance
cultural competence within the profession”(ALA,2012)
Conclusion
The author expected to see evidence that
mandating library instruction was the best way to instill literacy skills for
distance students and the literature appears to support the need and the
importance. Librarians in academic distance environments have a lot of work to
do, from forming productive relationships with administration to affect policy
changes that symbolize the importance of library instruction, to working with faculty
who have to be the main partner in bringing library instruction to students, and t students who must be made to comprehend
that the skills taught during library instruction will assist them in their
careers and personal endeavors for a lifetime. Mandatory library instruction is
due diligence for distance education in affording and offering distance
stakeholders an opportunity to learn, engage and participate in the emerging
global society.
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[SP1]Is
this where your introduction ends? This means that right after you need to
start your lit review. The headings that you have below will become subheadings
of the lit review. Before that, you need to add at the end of the introduction
a narrative about the structure of the paper in order to guide the reader.
Later you can see if you want to beef up this introduction a bit more, adding a
short discussion of the methodology and the limitations. This comes before you
offer the structure of the paper.
[SP2]Page
number as part of the citation is need when using quotes.
[SP3]What
is this? A reference? So, probably you need a year here?
[SP4]Fix
this…
[SP5]Again
the section looks like a continuation of the lit review. The analysis needs to
be a different tone. It needs to be the part where you the author bring in a
structure set of recommendations or suggestions, or list of categorized best
practices. Some value added of what you have processed after going through the
literature review.
[SP6]year
[SP7]reference
missing
[SP8]year?
[SP9]These
best practices might be part of the framework that you provide in your
analysis. Just a part of something larger, that you will have structured, and
categorized, and streamlined it. This is your value added in your work. Not
just reporting on what the lit says.
[SP10]Same
comment as before… you will have in your analysis, recommendations regarding
usability. Not a review of the lit.
[SP11]Is
there a reference for this term?
[SP12]Same
comment as before regarding lit review vs. analysis
[SP13]There
is something missing here… a verb?
[SP14]This
is weird… is this one person writing together with an institution??
[SP15]Same
comment as before regarding analysis vs. lit review.
[SP16]Should
it be lack of promotion, since you are listing barriers?
[SP17]There
are MANY mistakes concerning references throughout the paper.
[SP18]This
is a reference? Add year…
[SP19]I’m
missing seeing here some information about what is done by other institutions…
[SP20]One
or the other
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