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Excerpts from the Report of the Buley Library 
Distance Education Taskforce  
June 11, 2002  

Charge: To assess the Library needs of SCSU distance education students and faculty, and to recommend services and resources to better meet those needs. The ACRL Guidelines for Distance learning Library Services” (see appendix A.) and the experiences/innovations of other academic libraries should serve as the basis for task force deliberations. 

Task force:  
Tim Klassen – Chair 
Shirley Cavanagh 
June Cheng 
Clara Ogbaa 
Ali Zamouri 

1. Introductory Remarks A substantial body of literature that explores the issues of Library support for University Distance Education programs was reviewed. Though much of this literature is somewhat dated, the material still has a great deal of relevance to our situation at SCSU. Some of the major themes that emerge from the literature include: 

• Distance Education students should be entitled to the same level of service provided to onsite users. This includes provisions of service in five key areas: 
  • Networked Information Resources 
  • Document Delivery 
  • Borrowing Privileges 
  • Reference and Referral Services 
  • Information Literacy and User Training 

  Some example of these service issues include; how we handle telephone reference over in person reference, the teaching model of reference services versus providing an answer. It should be noted however, that provision of these services can be considerably more expensive than the same service for on campus students.

• The libraries needs to be involved in the institutional planning for Distance Education programs from the ground up and should continue that involvement as the program progresses. There has been a tendency for planners to assume that “the library can absorb demands for materials and service for these new programs because they are already doing this for onsite users”. This just leads to inadequate services for Distance Education students.
• Libraries should hire a librarian to coordinate services to Distance Education students and faculty. A great deal of publicity is needed for both the faculty and the students; one survey found that the faculty had less of an idea than the students as to what resources were available for Distance Education users. Librarians should proactively contact instructors to help them tailor their assignments to the networked resources the library offers.
• It’s important to remember that Distance Education users don’t always follow the normal rhythms of on campus users. Evenings, weekends, holidays, and breaks are when they are likely to be doing their work and most likely to need library help. They are also often part-time students or adults and often will have different learning styles than our onsite students.
• Libraries should create arrangements with Distance Education users local libraries to provide services for our Distance Education students. Research shows the students will almost always use the nearest library. 

2. Distance Education Faculty Survey Results Though the taskforce had anecdotal evidence as to what faculty who were teaching Distance Education wanted, such as e-reserves, we felt that it was necessary to find out what additional services they wanted and how they perceived the library skills of their students. A Survey was designed and placed on the Web. Email was sent to 21 Southern DE faculty (includes adjuncts) who are currently teaching a DE course for Southern. Of those surveyed, 17 were teaching Information/Library Science courses, the other 4 were from Theater, Marketing, Instructional Technology, and Computer Science. It should be noted that the same 5 departments are also teaching CSU-Online courses this summer. We received 13 completed surveys of which 11 were from ILS faculty and 2 from the others. There were no great surprises in the survey results. The overwhelming demand was for some form of E-Reserves. Also of interest, were the poor ratings for the research skills of the online students. There’s an opportunity for our Information Literacy program. 

3. Summary of Preliminary Recommendations 

1. Purchase Library E-Reserves software 
2. Investigate E-Reference software (this recommendation should be pursued further by the reference department as its implications for reference services and personnel are huge) 
3. Change ILL/Circulation policies for Distance Education users to increase services for distance education users. 
4. Hire a Distance Education Librarian who is responsible for coordinating Distance Education services within the library as well as for extensive outreach to the Distance Education population. 
5. Create promotional/educational material to provide Distance Education users and faculty with the tools necessary for successful library research. This could include the following:
   • A Distance Education library services Web page along with a print equivalent 
   • Interactive and static web based tutorials on Information Literacy and Library Research Methods.
   • Promotional video that introduces library services to new Distance Education students (think of something like the short videos that come with major appliances and cars these days)
   • CD-ROM with the required software (lowest common denominator, i.e. AOL users) for accessing the Library Proxy Server
   • 1-800 type phone number for DE users to access library services ($50.00 installation fee, $10.00/month, usage cost at average of 9cents a minute).
6. Provide increased access to quality online material:
   • All journals should default to online over print access, this is also the direction publishers are going. We also have access to vastly more online material that we have activated or are providing bibliographic access to.
   • An interface to our online journals.
   • Investigate linking technologies to provide full text access through the databases (much as EBSCO does). This is currently a very hot issue in the library field
   • Look at using our consortium to purchase back-files for material we already own in print form.

Faculty Survey Results Results 
for DETP online survey 
13 respondents (from 21)  
March 25^th 2002  

1. Are your students required to do Library research as a part of your course? 

Yes 11
No 2 

If Yes, please give us an idea of the overall quality of the literature they have found:  

• I require them to do research using on-line sources. It is reasonably good, but we could use more on-line resources. 
• It varies. 
• Not comprehensive enough. 
• For courses such as "Database Searching" the range of available databases is very good. For other courses requiring articles, they seem to find what they need in the databases. But if full-text is not available they need a quick online method for requesting ILLs since many are out-of-state. Some students have trouble requesting ILLS for work at an out-of-state university in their small communities. Time is a critical factor for ILL request since online courses move very fast (Info. & Lib. sci. dept. web courses are only 13 weeks and they have numerous assignments each week.) 
• From the rest of the survey questions I assume you are referring specifically to Buley Library. My course requires students to utilize resources but they can obtain them from other libraries. I was not aware of the distance learning opportunities offered by Buley. I imagine some of my students, if not most, are aware of them and do use them. 
• Good 
• Overall, they are able to locate relevant materials. 
• Serviceable using full-text available through Buley's online database. ILL to support abstract-only results would afford the opportunity for increased overall quality. I do realize that online access is not everything, the student must put in quality effort and have good critical reasoning skills. 
• so-so....they rely entirely on full-text online, and the quality reflects it! Not the best content, but the most convenient! 
• In general, my students have produced good to excellent quality papers. The problem is with students on a South Dakota reservation or elsewhere who lack access to the reserves or ILL services. They are often lost without library services. 
• Very helpful. The main difficulty has been THEIR inability to do effective searches 

2. How would you rate the library research skills of your online students?

Excellent 1  
Good 2  
Adequate 7  
Poor 2  

Comments?  

• All Info. & Lib. Sci. grad. students are required to take an Intro. course and Research course where they acquire basic library research skills. However, most require training in how to search online databases since many rely on these to access information for courses. ILS distance students are in every state and several foreign countries and many are in areas without local research libraries. Need more online tutorials for using various databases, especially full-text databases. 
• For the resources available now, I feel many students fall short of producing the best product available using them. 
• I chose "adequate" but their skills are uneven. Some are very competent but there are others who have difficulties. 
• Surprisingly low, given that they are graduate students. Most are older, and were undergrads in the days long before computers. 
• They tend to rely too much on online sources (particularly web sources). 
• This is the first course I have taught online and I have not yet seen the results of their research. 

2a. How would you rate the computer skills of your online students?  

Excellent 3  
Good 4  
Adequate 6  
Poor 0  

Comments: 

• Again, they all have different levels of competence and, more importantly, confidence in their skills. 
• Broad range-some with excellent skills, others poor. Students admitted to grad. prog. in Lib. Sci. required to have technology competencies before being admitted but some are just at basic level of computer skills. 
• I'm still amazed at what they don't know about using computers and electronic resources. 
• Most are excellent. There are a couple of exceptions. 
• They do the best the can without the needed eReserves or ILL services. They are often struggling, though, to find adequate library services in their community. Again, there are no academic libraries on the reservation for them to use. 

3. Do you believe the quality of the students work would improve if the Library provided access to the following via either postal mail or, if possible, email: 

Books currently owned by Buley: Yes 10 No 3  

Journal articles owned by Buley: Yes 12 No 1  

Books not owned by Buley: Yes 10 No 3  

Journal Articles not owned by Buley: Yes 12 No 1  

Comments: 

• Copies of journal articles delivered by email would be very useful and efficient. 
• Basic library use skills are not related to the problem of access. The two are different issues. 
• Do you mean via ILL? If so, yes, definitely! 
• For the purposes of most of my course assignments....not to mention [my] perceived time students spend reading resources, books are too dated and too long. Journal articles would provide the greater value. 
• I have taught at other universities where students could request books and ILLS online and this did make a difference in the resources they included in their papers. Many local libraries do not carry library related journals books if there is not a local library school. Most of the online students in library science are in the program because there is not a local library school so if we want them to use more of the current library resources they need as much access to Buley library resources as possible. 
• Our online students now come from all parts of the world. Some do not have many resources nearby. 
• Oh YES. We are cheating our distance education students. If I were them, I'd ask for a rebate on tuition. They need eReserves and ILL and should have it as soon as possible 

4. Have you used the libraries "Connecting from Off Campus" instructions to connect to the library databases from off-campus? 

Yes 8  
No 5  

Comments:  

• All the time for preparation of courses and my own research since as SCSU adjunct I lived out of state (in PA). 
• I do all my work from the office. 
• I had no problems, once I bothered to read the instructions. The browser limitations are hard to understand. My understanding is that some people can connect right away while others are never able to use the service. Many (apparently) quit in frustration. 
• I found it very helpful for Netscape. For Internet Explorer it was harder but I think its an IE problem 

4a. Have you required your students to use these instructions to connect to these databases? 

Yes 9  
No 4  

Comments:  

• All my students are required to set-up CONSULS access at the beginning of each of my courses but this is not always possible. For example my student in Sweden last semester had technical problems that could not be resolved. 
• And I have a link from the department's homepage to the directions. 
• I am aware that they do this.
• Yes, and I have not encountered difficulties. When problems come up they are usually traced to misunderstanding. 
• I had students tell me that they don't know about these services, that my mentioning them was the first they'd heard about them. I suspect that the problems that some/many people have is turning off students and faculty. One problem that we'd like solved is the PIN number challenge. Some alternative form of authentication or self-initiated PIN number control (you have to call long distance to the Buley circ desk to change a PIN number) is badly needed. 
• They seem to have a tough time setting up the proxy server 

4. How do you currently provide readings to your online classes?

• I NEED E-RESERVE FOR MY MY ONLINE STUDENTS, CURRENTLY I HAVE TO SELECT THOSE ARTICLES THAT ARE ONLINE. 
• Mostly they have been able to find what they need using the full text databases. When they can't, I scan a particular article and send it as an attachment. 
• They have a textbook for every class. In addition, they have links to materials that I want them to read.  
• Through a web site or WebCT. 
• Two compendious Textbooks. 
• By linking to some web based articles 2. Listing articles available in the Buley library full-text databases 3. Including article in eCollege document file if I have copyright permission to use it for the course. -
• I have tried to avoid print sources if possible because some of my online students have difficulties to find and get those print sources. Sometimes, I had to mail them the print sources when they had difficulties to find and get them. 
• I provide lectures and required and recommended texts. If will link to articles available on the Web and give bibliographies of full-text articles available through EbscoHost. Otherwise the student needs to seek out materials for him/herself. 
• Required texts, lecture materials, or electronic resources. In the future I will begin to use course packs to provide them with hard copies of literature that is not available online. 
• Students are required to obtain 2 books on their own and I have links to journal articles on the course site. - ugh....we have to rely on what is available in SCSU's full-text databases, or free on the Internet. Or text books, of course. 
• Ship them out via post or let the students scrounge for themselves. It's not good. We need eReserves badly. 

6. Would you use an online reserves system if it were available?  

Yes 10  
No 3  

Comments  

• I am assuming this means that my students could access the reserved items from their homes. 
• Very much so!!! 
• Yes, I have used it at other institutions. This is essential for materials you want students to read that are not available another way and they can not possibly come to campus. It is much more efficient than trying to get copyright permission on every item in order to post it to each courses' website each semester.
• However, this will vary from course to course. 
• I really would need more information about this. 
• please oh please! So desperately needed! It is really a disservice for these students...they pay more than our on-ground students, and receive so much less! 
• Of course! It seems that every library in the country has eReserves. It is embarrassing to have to keep apologizing for this omission. 
• Most likely 
• right now I use mainly the iConn material 

7. Some Libraries are looking at, or implementing, online reference services through web based software that allows the librarian to both “push” web pages to remote user, to see the web pages remote users are looking at, and to communicate with the user through a chat function. Do you think such a service would help you and your students?  

Yes 11  
No 2 

Comments:

• This would open up a whole new arena to them.
• I feel placing links to Web sites and the threaded discussion function is very effective.
• If the technology is up to standards it would be helpful. 
• My observations of students (and one-time experience with this technology) suggests this would be very useful. 
• Possibly. I would have to see it in action to see the merit of it. 
• Yes, they really need help! They often go to their local libraries, but they aren't equipped for the needs of graduate students. 
• The Wesleyan-Trinity-ConnCollege set up is great. I'd like to see CSUcollaborate with them. Failing that, the Bibliomation alternative would also be a great service for our students. 

8. Please rank in numerical order (1 being most helpful) the potential usefulness of these possible course/discipline related Library Instruction services to your online students.  

4   In class Library Instruction – 1,1,1,4,4,6,6,6,6,6 
3 1-800 telephone line for help – 1,1,1,1,1,2,3,4,4,4,5,5 
2 Online live video of Library Instruction - 1,1,2,2,3,3,3,3,5,x 
5   Taped video of Library Instruction – 2,3,3,5,5,5,5,5,6,6 
2 Static online tutorials (think of Web versions of our paper handouts) 1,1,2,2,2.2,2,2,2,2,4,4,6 
1 Interactive online tutorials (as above but with user participation, i.e. quizzes etc.) 1,1,1,1,1,1,2,3,3,3,3,3,5 

Comments:

• In ranking these, I'm thinking primarily of online instruction. 
• Videos outmoded for online. 
• "x" (refers to online video) indicates this may not work well in the online environment, based on experience. I believe a multi-service approach is needed. I feel 1-4 are very worthwhile. For 5, you really need to build in a lot of explanation for each wrong and right response and options to re-test with new examples and more difficult examples. I prefer a multi-mode approach (Web + video + phone + guest instructor) - All but the taped are pretty darn good.... 
• I would like to "invite" librarians to deliver instruction to online students using the existing online structure. Most of my teaching is online and I could easily create space for material provided by library staff. I would like to see librarians be part of the online experience. If you are interested, let me know. I am always trying new things in online courses. 
• Our students often need help getting access to and using the online database systems, especially those at a great distance. Help and instruction with this would be wonderful. 
• Since they are Lib. Sci. students they hopefully wouldn't have as much need for the other options!! (refers to In class Library Instruction, Online live video of Library Instruction, Taped video of Library Instruction)  

8. Are there any services that the library isn’t providing that you think we should for distance education students?  

• An updated comprehensive catalog accessible via the web of all books obtainable in the CSU system and at Buley. 
• Document Delivery Service 
• I really need e-reserve as soon as possible! 
• Just more on-line subscriptions and databases. It would be nice if faculty were sent a list or catalog of what subscriptions can be purchased that we do not already have. Actually, a listing or catalog of what we do have available would be useful also. 
• There are articles on this subject--serving distance education students, that is--and it's been a while since I read one. There are also some standards set up by some distance ed providers as well that might help to answer this question. I didn't look at those before I started doing this survey.  
• I would like to see an e-reference librarian appointed to support the distance education initiative. That's what I would like to see. 
• Mostly, things above. We have to find a way to give them equivalent services such as: Reserves, InterLibrary Loan, ability to check out Books, E-reference Assistance, Instruction in Using E-Resources 
• Online ILLS request service with mailing or emailing when possible to students. Email or online request for books and copies of articles (limited number) with mail service (students would pay return postage and longer check-out period to allow for mailing time).
• Yes, establishing relationships with student-local libraries that can provide the student with services. This might be in the form of issuing letters verifying the student is enrolled for the semester or matriculated into a degree program and give services provided by SCSU and request the student-local library contact SCSU if collaboration is needed to provide the student with library-support (e.g. ILL to the local library rather than to the student's home, etc.; establish a library fee to be collected with tuition and transferred to student-local library for services provided, etc.) 
• eReserves eReserves eReserves eReserves eReserves eReserves eReserves eReserves eReserves eReserves eReserves eReserves eReserves eReserves !!! 

Draft Distance Education Librarian Job Description  

Required Qualifications  

1. MLS degree from ALA-accredited institution or equivalent institution 
2. Training/teaching skills 
3. Experience in use of current instructional technologies 
4. Experience in use of electronic resources 
5. Effective written communication and reference skills 
6. Successful work in team environment 
7. Experience with various adult learning styles 
8. Ability to work in diverse/multicultural environment 
9. Ability to travel occasionally to distance education sites or cooperating libraries 
10. Availability to work weeknights and weekends 

Preferred Qualifications  

1. Experience in providing library services to distant learners 
2. Instruction experience in electronic environment 
3. Course management software and remote presentation experience  

Duties As a member of the Information/Access Services Unit, the Librarian will coordinate Library support of the University’s expanding distance education programs and lead the Library’s distance education team. Engage in the design, promotion, implementation, and assessment of services to meet the needs of distant learners in a variety of settings. Serve as a primary Library liaison to the school of Extended Learning, campus individuals and groups responsible for distance learning. 

Participate in the Library’s extensive instruction program, including planning, teaching, and assessing of library sessions for distance education classes as well as workshops on basic and specialized electronic resources. 

Provide reference and research assistance to SCSU students, faculty, staff, and community at the general Reference Desk. Create and maintain informational and instructionally-related Web pages. Serve on department, library, and university committees. 

Requirements Master’s degree in library and/or information science from an ALA- accredited institution or equivalent institution. Effective training/teaching skills in group, and one-on-one settings. Current experience in the use of instructional technologies and electronic information resources. Highly effective oral and written communication skills. Ability and willingness to work in a team environment. Familiarity with various styles of adult learners. Ability to interact effectively in a multi-cultural environment with co-workers, library users, and the wider campus community. Ability to travel occasionally to distance education sites or libraries. Availability to work some weeknights and/or weekends. Librarians at SCSU have faculty status and are expected to meet promotion and tenure requirements, including professional and scholarly activities. 

Preferred Qualifications    Demonstrable expertise in the creation and delivery of library services for distance learners. Experience in planning, teaching, and assessing instruction sessions in an electronic environment, utilizing information technology and techniques that promote active learning. Experience in the use of course management software and remote presentation applications. Experience creating web pages and other advanced web applications. Expertise in the provision of document delivery services. Evidence of interest in professional development activities, including publication. 

Selected Bibliography 

Books 

Goodson, Carol F. Providing Library Services for Distance Education Students: A How-To-Do-It Manual. New York : Neal-Schuman, 2001.  

Unwin, Lorna,  Kate Stephens, and Neil Bolton, The Role of the Library in Distance: Bowker-Saur Learning . NJ, 1998

D'Angelo, Barbara J. "Florida distance learning reference and referral center" Library Technology Reports 37 (2001): 41-46.   

Casado, Margaret. "Delivering Library Services to Remote Students" Computers in Libraries, 21 (2001): 32-38  

Distance Education library support for distance education programs 10 Mar. 1995 The Interinstitutional Library Council, Oregon State System of Higher Education <http://www.ous.edu/dist-learn/library.htm>

Accessible Web-based Distance Education: Principles and Best Practices Laurie Harrison, ATRC, University of Toronto <http://www.utoronto.ca/atrc/rd/library/papers/accDistanceEducation.html>  

Websites

World Wide Web Virtual Library Distance Education The World Wide Web Consortium.12 Mar. 2002, http://www.cisnet.com/~cattales/Deducation.html  

Library Support for Distance Learning Bernie Sloan, University of Illinois at Urbana-Champaign http://alexia.lis.uiuc.edu/~b-sloan/libdist.htm Florida Distance Learning Library Initiative  

Florida Distance Learning Library Intiative 5 Mar. 1999, http://dlis.dos.state.fl.us/dlli Distance Education Services 8 Nov. 2001, University of Texas http://www.uta.edu/library/distance  

Distance Education Issues James Mackintosh, 25 Nov. 1999, Athabasca University http://ccism.pc.athabascau.ca/html/ccism/deresrce/issues.htm#misc

What is Distance Education Virginia Steiner, 10 Oct. 1995, DLRN (Distance Learning Resource Work) http://www.dlrn.org/library/dl/whatis.html