PNLA Quarterly, Vol. 63 No.1 Fall 1998

Library Services for Distance Learning: What Librarians Need to Know!

This is a summary of the author's presentation at the 1998 ILA/PNLA Conference. It is intended to provide an overview of the topics covered rather than to discuss the issues in depth.

The focus of this presentation is on the knowledge base for providing library services to off-campus and distance education students. Serving distance learners is a complex and challenging task, especially in the current environment of information technologies and electronic resources. To date, this area is not covered to any significant extent in library education. For information and guidance on providing library services for distance learning, most librarians have to rely on models provided by other institutions.

To assist librarians in understanding and conceptualizing the knowledge necessary for providing effective support to distance learners, a framework is presented for identifying and organizing some of the major issues and variables in this area. This framework is intended to serve as a general starting point for service provision and as a checklist for identifying issues and tasks worthy of consideration in the development and delivery of a library support system. It is not meant to be definitive but rather reflects the author's eighteen years experience in working in this area and his views on what librarians need to know in order to provide quality service.

The framework:

2. Characteristics of Distance Learners
It is also important to understand the nature of distance learners so one can design services relevant to their needs and circumstances. The "average" distance student is an adult who is employed and has a family. This person is often returning to education on a part-time basis after spending some time in the work force or in raising a family. The student usually focuses on a distinctive area of study to reflect career or personal interests. This individual is frequently more motivated to learn than younger students and wants to apply their education to some area of their life. The student is usually faced with time and distance restrictions in completing course work. Any library skills that they may have acquired in earlier postsecondary education are likely to be rusty or out-of-date.

3. Models of Service to Distance Learning Programs
Having a framework to categorize the major forms of library support for distance learning may assist librarians in determining an appropriate service model for their institution. Library services for distance learning may be divided into four basic models. The first model involves on-site collections and library resources at remote centres, including extended campuses and regional, study, and local centres. The second model concentrates on interlibrary cooperation, resource sharing, and student use of unaffiliated libraries. A third service model concerns the delivery of library materials to the student from the main campus of the parent institution. The fourth model pertains to the use of technologies that enable the distance learner to access electronic sources of information from remote locations. These four models are not necessarily independent or exclusive of one another and many institutions employ two or more of them simultaneously in support of their distance students. In fact, the most common model in practice today is the combination approach.

4. Guidelines for Distance Learning Library Services
Both the Association for College and Research Libraries and the Canadian Association of College and University Libraries have endorsed guidelines for providing library services to distance learners. The guidelines for one's country are essential reading for any librarian involved in supporting distance learning programs. The guidelines delineate the elements necessary to meet the needs of all faculty, students and academic support staff wherever these individuals are located.

5. Key Issues in Distance learning Library Services

A. Macro Issues
Librarians need to be aware of the various external factors affecting distance learning. With the development of information technologies, there is an increased political motive behind distance learning. Academic institutions and governments are regarding this form of education as a means to offset shrinking revenue and reduce budgets for program delivery. By using computer technologies to deliver courses, institutions can now attract a wider group of students and tap into previously unexplored markets. Many institutions are exploring initiatives with overseas countries and are attempting to attract international students. Other macro issues affecting distance learning include the establishment of academic consortia to jointly offer courses and share resources, the creation of campuses or universities "without walls" or virtual universities, and the demand from the private sector for retraining programs, continuing professional education, and employer-sponsored education. All these factors will be influential in shaping the future of distance learning.

B. External Variables
At least three external variables are influencing the delivery of library services to distance learners. One is accreditation - accrediting bodies can help determine the level of library support for off-campus programs. It is important for librarians to understand the requirements of these bodies and to work with them in their institutional reviews to ensure that the national guidelines for distance learning library services are taken into account. Another variable is copyright. Current copyright law in the United States and Canada does not fully address issues concerning electronic resources and distance education programs. Revisions to both copyright acts are currently being considered. The outcome of these revisions will affect the nature of library services for distance learners. The third variable affecting the future of service in this area concerns licensing arrangements with database vendors. In negotiating such licenses, librarians need to consider the need of distance learners and ensure that adequate provision for remote access is included in each license.

C. Logistical Factors
In order to provide appropriate services to distance learners, librarians need to collect information on and arrange access to campus computer networks and electronic resources available to on-campus students. Do remote students have access privileges? Do they have to pay long-distance charges to dial into the campus network? Do they have the necessary hardware and software to obtain remote access? Will students be using web or text interfaces? Is authentication an issue? How can librarians assist distance users obtaining appropriate access and instruct them in how to use the various systems and resources? Another logistical factor not to be overlooked in this process is how to provide distance students with access to traditional print resources. Is use of other libraries significant in this process? Answers to these and similar question may aid librarians in determining what types of support are possible for their distance learners.

D. Planning and Administrative Issues
Both the American and Canadian guidelines emphasize the role of a designated librarian or "librarian- administrator" in the planning and development of the library support system for distance learners. The author's model for administrative planning is relevant in this context as it expands upon the administration and management sections of the two sets of guidelines. The reader is directed to the author's 1991 paper for further details of the model. Any planning process for distance learning should ideally be reflected in the Library's strategic plan. Some values identified by the author as appropriate for successful planning include: being proactive in initiating innovative services to meet the unique needs of distance learners; developing credibility with stakeholders; maintaining a high profile with faculty and course developers; establishing an open communication process with all stakeholders; promoting awareness of the role that the library can play in distance learning; and networking with colleagues in the same area through email and participation at conferences.

E. Service and Instructional Issues
One of the important issues that librarians need to focus on in this context is library instruction. With distance learners having increasing access to electronic resources, librarians want to find ways to instruct students in the use of these resources. Many questions can be raised about library instruction in this context and the answers will shape the nature of the support provided to the students. The following are just a few of the questions that should be addressed. How important is the concept of information literacy? Should librarians attempt to force information literacy skills on distance learners? Do the students need or want these skills? Do faculty support the concept of library instruction in distance learning? Another issue worthy of attention in this context is faculty/librarian collaboration for web-based instruction. How can librarians work with faculty to develop useful and appropriate library instruction materials? Other relevant issues include whether to "package" or pre-select information resources for distance students, the capability for providing remote or email reference assistance to distance learners, and the need to supply traditional print-based materials to the students.

6. What Do Librarians Need to Know About Distance Learning Library Services?
The following points were presented by the author to summarize the presentation and to identify information that librarians should gather in order to provide effective services to distance learners. Librarians working with distance learning programs should ideally know:

• the context, terminology and political background of distance learning at one's institution;
• the faculty's interest in and need for library support for their distance learning courses;
• how to integrate information resources into course content;
• how to partner with faculty in course development;
• how to develop useful web-based instructional materials and resources;
• what access students' have to computers, modems, the Internet, etc.;
• what access students' have to campus networks;
• the options currently available for remote access to electronic resources;
• students' comfort level with electronic resources and their willingness to use these resources;
• what help students really need from the library;
• how to effectively publicize and promote library services to distance learners;
• how to provide different levels of service for differing needs;
• the contents of the national guidelines for library service to distance learning programs.

# Slade, Alexander L. "A librarian-centered model for developing and implementing an off-campus library support system: Establishing a proactive process." In C. J. Jacob (Ed.), The Fifth Off-Campus Library Services Conference Proceedings, Albuquerque, New Mexico, October 30 - November 1, 1991 (pp. 255-272). Mount Pleasant, MI: Central Michigan University, 1991.