Pub Date : 2018-10-02DOI: 10.1080/1533290x.2018.1546657
Rebecca Hill Renirie, Thad E. Dickinson, Timothy Peters
{"title":"Introduction","authors":"Rebecca Hill Renirie, Thad E. Dickinson, Timothy Peters","doi":"10.1080/1533290x.2018.1546657","DOIUrl":"https://doi.org/10.1080/1533290x.2018.1546657","url":null,"abstract":"","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"12 1","pages":"68 - 69"},"PeriodicalIF":0.0,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290x.2018.1546657","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47000471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-02DOI: 10.1080/1533290x.2018.1545305
J. Poe
{"title":"From the Editor","authors":"J. Poe","doi":"10.1080/1533290x.2018.1545305","DOIUrl":"https://doi.org/10.1080/1533290x.2018.1545305","url":null,"abstract":"","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"12 1","pages":"67 - 67"},"PeriodicalIF":0.0,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290x.2018.1545305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42378025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.1080/1533290X.2018.1498626
Maria Brahme, Sally Bryant, Autumn Luscinski
Abstract The literature on marketing library resources to distance students reaches back to at least the mid-1980s based on a simple EBSCOHost search across over 40 different databases. Authors of this study sought to develop a comprehensive understanding of what our colleagues have learned via research about this critical topic. Because the Web, as we know it, first materialized in the mid-1990s with the advent of Netscape Navigator, we chose to limit our research to two decades. According to Thorpe and Holt (2018), the systematic literature review helps researchers make sense of large volumes of information and allows for the translation and synthesizing academic research so that it can be utilized in policy or practical contexts (Para. 7). The current researchers considered this an ideal approach as we aim to develop a clear and comprehensive picture of the research on marketing library resources to distance populations.
{"title":"A Literature Review Covering 20 Years of Research on Marketing Library Resources to Distance Learners","authors":"Maria Brahme, Sally Bryant, Autumn Luscinski","doi":"10.1080/1533290X.2018.1498626","DOIUrl":"https://doi.org/10.1080/1533290X.2018.1498626","url":null,"abstract":"Abstract The literature on marketing library resources to distance students reaches back to at least the mid-1980s based on a simple EBSCOHost search across over 40 different databases. Authors of this study sought to develop a comprehensive understanding of what our colleagues have learned via research about this critical topic. Because the Web, as we know it, first materialized in the mid-1990s with the advent of Netscape Navigator, we chose to limit our research to two decades. According to Thorpe and Holt (2018), the systematic literature review helps researchers make sense of large volumes of information and allows for the translation and synthesizing academic research so that it can be utilized in policy or practical contexts (Para. 7). The current researchers considered this an ideal approach as we aim to develop a clear and comprehensive picture of the research on marketing library resources to distance populations.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"12 1","pages":"130 - 147"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2018.1498626","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45804134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-28DOI: 10.1080/1533290X.2018.1499247
Victoria Raish, A. Behler
Abstract Library orientations are a very common learning experience for residential and online students. These all have similar goals of introducing students to the library and helping them feel more comfortable in navigating the library. The Library Connection is a unique type of library orientation that provides meaningful feedback to students in a personalized, connected learning environment. This program is offered through digital badges. A conventional qualitative content analysis was used to analyze the text responses of students completing this orientation. Six interesting themes emerged from these data including student perceptions of the use of the library, developing advanced search techniques, and managing a complex information environment. Interesting trends include the disparities between student and instructor perspectives of their learning and the need for a hybrid orientation that provides scaled instruction while still giving meaningful feedback and personalized responses to students from librarians.
{"title":"Library Connection: An Interactive, Personalized Orientation for Online Students","authors":"Victoria Raish, A. Behler","doi":"10.1080/1533290X.2018.1499247","DOIUrl":"https://doi.org/10.1080/1533290X.2018.1499247","url":null,"abstract":"Abstract Library orientations are a very common learning experience for residential and online students. These all have similar goals of introducing students to the library and helping them feel more comfortable in navigating the library. The Library Connection is a unique type of library orientation that provides meaningful feedback to students in a personalized, connected learning environment. This program is offered through digital badges. A conventional qualitative content analysis was used to analyze the text responses of students completing this orientation. Six interesting themes emerged from these data including student perceptions of the use of the library, developing advanced search techniques, and managing a complex information environment. Interesting trends include the disparities between student and instructor perspectives of their learning and the need for a hybrid orientation that provides scaled instruction while still giving meaningful feedback and personalized responses to students from librarians.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"13 1","pages":"129 - 149"},"PeriodicalIF":0.0,"publicationDate":"2018-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2018.1499247","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42727933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-28DOI: 10.1080/1533290X.2018.1499249
Jen Rempel
Abstract Offering students synchronous research and reference help can be a challenge for libraries that offer services at a distance. Virtual office hours can be a means of overcoming this challenge, allowing patrons the opportunity to seek timely point-of-need assistance. The author implemented a librarian-led virtual office hours pilot project at her home institution, Athabasca University. The program was initially received enthusiastically, but fewer and fewer patrons availed themselves of the service as the pilot progressed. This paper explores the implementation of the virtual office hours pilot project and its outcomes, and concludes with a discussion of how the pilot could have been more successfully carried out.
{"title":"Ask Me Anything!: Reaching out to Online Students in Higher Education through Librarian-Led Virtual Office Hours","authors":"Jen Rempel","doi":"10.1080/1533290X.2018.1499249","DOIUrl":"https://doi.org/10.1080/1533290X.2018.1499249","url":null,"abstract":"Abstract Offering students synchronous research and reference help can be a challenge for libraries that offer services at a distance. Virtual office hours can be a means of overcoming this challenge, allowing patrons the opportunity to seek timely point-of-need assistance. The author implemented a librarian-led virtual office hours pilot project at her home institution, Athabasca University. The program was initially received enthusiastically, but fewer and fewer patrons availed themselves of the service as the pilot progressed. This paper explores the implementation of the virtual office hours pilot project and its outcomes, and concludes with a discussion of how the pilot could have been more successfully carried out.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"13 1","pages":"159 - 166"},"PeriodicalIF":0.0,"publicationDate":"2018-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2018.1499249","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43625649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-19DOI: 10.1080/1533290X.2018.1499256
Wei Zakharov, C. Maybee
Abstract This study explores how libraries can enhance information literacy in online undergraduate courses at Purdue University, a large Midwestern research university. The article investigates undergraduate students’ perception of the importance and their awareness of libraries’ services for online learning, challenges of using information to complete course assignments, and the ability to gather and evaluate information to complete online coursework. The findings contribute to four aspects of the Libraries’ programmatic efforts to support undergraduate students taking online courses. These include showing a need for IL, helping students stay connected to resources and support, pedagogic strategies, and strategically targeting courses.
{"title":"Bridging the Gap: Information Literacy and Learning in Online Undergraduate Courses","authors":"Wei Zakharov, C. Maybee","doi":"10.1080/1533290X.2018.1499256","DOIUrl":"https://doi.org/10.1080/1533290X.2018.1499256","url":null,"abstract":"Abstract This study explores how libraries can enhance information literacy in online undergraduate courses at Purdue University, a large Midwestern research university. The article investigates undergraduate students’ perception of the importance and their awareness of libraries’ services for online learning, challenges of using information to complete course assignments, and the ability to gather and evaluate information to complete online coursework. The findings contribute to four aspects of the Libraries’ programmatic efforts to support undergraduate students taking online courses. These include showing a need for IL, helping students stay connected to resources and support, pedagogic strategies, and strategically targeting courses.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"13 1","pages":"215 - 225"},"PeriodicalIF":0.0,"publicationDate":"2018-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2018.1499256","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43818114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-17DOI: 10.1080/1533290X.2018.1499236
T. Mawhinney, Svetlana Kochkina
Abstract Texting is a widespread mode of communication and libraries are experimenting with it to interact with users. This article presents the results of a study on virtual reference service. The authors seek to determine whether or not the texting service is filling a different information need than chat and email by examining the level of difficulty and the topic of questions using these different methods of communication. Findings indicate a marked difference between the type and complexity of questions sent via text and traditional forms of virtual reference, and suggest that texting fills a complimentary role in relation to other traditional virtual reference communication channels used within libraries.
{"title":"Is the Medium the Message? Examining Transactions Conducted via Text in Comparison with Traditional Virtual Reference Methods","authors":"T. Mawhinney, Svetlana Kochkina","doi":"10.1080/1533290X.2018.1499236","DOIUrl":"https://doi.org/10.1080/1533290X.2018.1499236","url":null,"abstract":"Abstract Texting is a widespread mode of communication and libraries are experimenting with it to interact with users. This article presents the results of a study on virtual reference service. The authors seek to determine whether or not the texting service is filling a different information need than chat and email by examining the level of difficulty and the topic of questions using these different methods of communication. Findings indicate a marked difference between the type and complexity of questions sent via text and traditional forms of virtual reference, and suggest that texting fills a complimentary role in relation to other traditional virtual reference communication channels used within libraries.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"13 1","pages":"56 - 73"},"PeriodicalIF":0.0,"publicationDate":"2018-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2018.1499236","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49220032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-13DOI: 10.1080/1533290X.2018.1499239
Jeffrey M. Mortimore, R. Baker
Abstract By supporting student profiles, blogs, content curation, and HTML and scripting projects, Springshare’s LibGuides CMS provides a flexible platform for student-led content creation in the distance learning environment. This paper describes how two librarians at Georgia Southern University opened up LibGuides CMS to host collaboratively developed course content and student-created work grounded in metaliteracy concepts embedded in the Framework for Information Literacy for Higher Education. Faculty and students were invited onto the platform as content creators, while librarians provided instruction and technical support. Practical, pedagogical, and technical considerations for supporting student-led content creation are discussed, including implementation, access control, and student privacy.
{"title":"Supporting Student-Led Content Creation in the Distance Learning Environment with LibGuides CMS","authors":"Jeffrey M. Mortimore, R. Baker","doi":"10.1080/1533290X.2018.1499239","DOIUrl":"https://doi.org/10.1080/1533290X.2018.1499239","url":null,"abstract":"Abstract By supporting student profiles, blogs, content curation, and HTML and scripting projects, Springshare’s LibGuides CMS provides a flexible platform for student-led content creation in the distance learning environment. This paper describes how two librarians at Georgia Southern University opened up LibGuides CMS to host collaboratively developed course content and student-created work grounded in metaliteracy concepts embedded in the Framework for Information Literacy for Higher Education. Faculty and students were invited onto the platform as content creators, while librarians provided instruction and technical support. Practical, pedagogical, and technical considerations for supporting student-led content creation are discussed, including implementation, access control, and student privacy.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"13 1","pages":"103 - 88"},"PeriodicalIF":0.0,"publicationDate":"2018-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2018.1499239","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49624497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-12DOI: 10.1080/1533290X.2018.1499235
Francesca Marineo, Qingmin Shi
Abstract This article discusses how the Library and Office of Institutional Research at a public college measured the relationship of an online information literacy module in the learning management system with student success metrics in a first-year experience course. Specifically, the authors examine the relationships of an online instruction module, online module completion status, library use sessions, and student success metrics, such as semester grade point average (GPA), one-year retention, and academic standing. The results suggest that students who participated in the online information literacy module had better student outcomes than those that did not participate in the module. Research assignment grade and library use sessions are found as significant predictors of student semester GPA and one-year retention, controlling for high school GPA, student characteristics, and utilization of student support services. Practice implications are discussed.
{"title":"Supporting Student Success in the First-Year Experience: Library Instruction in the Learning Management System","authors":"Francesca Marineo, Qingmin Shi","doi":"10.1080/1533290X.2018.1499235","DOIUrl":"https://doi.org/10.1080/1533290X.2018.1499235","url":null,"abstract":"Abstract This article discusses how the Library and Office of Institutional Research at a public college measured the relationship of an online information literacy module in the learning management system with student success metrics in a first-year experience course. Specifically, the authors examine the relationships of an online instruction module, online module completion status, library use sessions, and student success metrics, such as semester grade point average (GPA), one-year retention, and academic standing. The results suggest that students who participated in the online information literacy module had better student outcomes than those that did not participate in the module. Research assignment grade and library use sessions are found as significant predictors of student semester GPA and one-year retention, controlling for high school GPA, student characteristics, and utilization of student support services. Practice implications are discussed.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"13 1","pages":"40 - 55"},"PeriodicalIF":0.0,"publicationDate":"2018-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2018.1499235","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49134139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-11DOI: 10.1080/1533290X.2018.1498633
Nick Faulk
Abstract This case study provides insights into how one academic library scaled and structured its information literacy program for a rapidly growing online learning division. Particular attention is paid to strategies for reaching learners who bypass portions of the liberal studies requirements and techniques for designing information literacy modules taught by the instructor of record. This case study demonstrates how this library’s online information literacy program reached a new population of student while creating efficiencies with staff time. Attention is also paid to aspects of the program still under development, such as additional modules and a comprehensive assessment strategy.
{"title":"Bringing Scale and Structure to the Online Information Literacy Program","authors":"Nick Faulk","doi":"10.1080/1533290X.2018.1498633","DOIUrl":"https://doi.org/10.1080/1533290X.2018.1498633","url":null,"abstract":"Abstract This case study provides insights into how one academic library scaled and structured its information literacy program for a rapidly growing online learning division. Particular attention is paid to strategies for reaching learners who bypass portions of the liberal studies requirements and techniques for designing information literacy modules taught by the instructor of record. This case study demonstrates how this library’s online information literacy program reached a new population of student while creating efficiencies with staff time. Attention is also paid to aspects of the program still under development, such as additional modules and a comprehensive assessment strategy.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"12 1","pages":"198 - 208"},"PeriodicalIF":0.0,"publicationDate":"2018-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2018.1498633","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49548672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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