Pub Date : 2021-04-03DOI: 10.1080/1533290X.2021.1938788
Alexis Wheeler, Voula Kyprianou-Chavda
Abstract This article explores the response of the Science and Engineering Library team at Manchester Metropolitan University to the Covid-19 pandemic. It examines how the team’s experience supporting distance-learning programmes acted as both a dress rehearsal and a road map for Library provision during the pandemic. In particular, the changing role of staff members whilst operating in the Covid-19 setting is carefully reflected upon. The article is structured into three sections, discussing support for distance-learning programmes, distance learning and Covid-19, and the changes Covid-19 prompted within the team’s operation.
{"title":"“We Are All Distance Learners Now”: How Distance Learning Informed a Library Team’s Response to the Covid-19 Pandemic","authors":"Alexis Wheeler, Voula Kyprianou-Chavda","doi":"10.1080/1533290X.2021.1938788","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1938788","url":null,"abstract":"Abstract This article explores the response of the Science and Engineering Library team at Manchester Metropolitan University to the Covid-19 pandemic. It examines how the team’s experience supporting distance-learning programmes acted as both a dress rehearsal and a road map for Library provision during the pandemic. In particular, the changing role of staff members whilst operating in the Covid-19 setting is carefully reflected upon. The article is structured into three sections, discussing support for distance-learning programmes, distance learning and Covid-19, and the changes Covid-19 prompted within the team’s operation.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"15 1","pages":"84 - 98"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1938788","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43755775","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 : 2021-04-03DOI: 10.1080/1533290X.2021.1954288
J. Poe
{"title":"From the Editor","authors":"J. Poe","doi":"10.1080/1533290X.2021.1954288","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1954288","url":null,"abstract":"","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"15 1","pages":"83 - 83"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1954288","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42593742","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 : 2021-04-03DOI: 10.1080/1533290X.2021.1942387
J. Ezell
Abstract This case study reflects on a long-term collaborative partnership between librarians and writing program administrators to plan, build, implement, and significantly revise two course-specific online learning modules. Of particular interest are contrasts between phase-delineated instructional systems design frameworks, such as ADDIE, and the often recursive, unpredictable, and messy paths of project development in practice. In describing the evolving uses of the modules within an ecosystem of programmatic library instruction, this study also demonstrates the utility of flexible, iterative, and organic approaches in evaluating, revising, and repurposing instructional design projects to meet unforeseen challenges and opportunities in an academic libraries context.
{"title":"Digging In and Branching Out: Collaborative Processes of Building, Embedding, and Evolving Online Interactive Learning Modules for Library Instruction","authors":"J. Ezell","doi":"10.1080/1533290X.2021.1942387","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1942387","url":null,"abstract":"Abstract This case study reflects on a long-term collaborative partnership between librarians and writing program administrators to plan, build, implement, and significantly revise two course-specific online learning modules. Of particular interest are contrasts between phase-delineated instructional systems design frameworks, such as ADDIE, and the often recursive, unpredictable, and messy paths of project development in practice. In describing the evolving uses of the modules within an ecosystem of programmatic library instruction, this study also demonstrates the utility of flexible, iterative, and organic approaches in evaluating, revising, and repurposing instructional design projects to meet unforeseen challenges and opportunities in an academic libraries context.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"15 1","pages":"129 - 141"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1942387","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48165427","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 : 2021-04-03DOI: 10.1080/1533290X.2021.1930624
Amanda Ziegler
Abstract Research on library impact on online-only graduate student success has been limited. This paper will present a structure to evaluate the effect early program instruction and contact with library professionals and library resources has on success metrics for graduate students in online-only graduate programs at a regionally accredited nonprofit online institution. This paper will explore how to build an assessment program to measure library impact on fully online graduate students, touching on selecting outcomes, data analytics, synchronous vs. asynchronous instruction, and cross-campus collaborations.
{"title":"Library Impact on Online-Only Graduate Student Success: A Roadmap","authors":"Amanda Ziegler","doi":"10.1080/1533290X.2021.1930624","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1930624","url":null,"abstract":"Abstract Research on library impact on online-only graduate student success has been limited. This paper will present a structure to evaluate the effect early program instruction and contact with library professionals and library resources has on success metrics for graduate students in online-only graduate programs at a regionally accredited nonprofit online institution. This paper will explore how to build an assessment program to measure library impact on fully online graduate students, touching on selecting outcomes, data analytics, synchronous vs. asynchronous instruction, and cross-campus collaborations.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"15 1","pages":"157 - 168"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1930624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48233787","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 : 2021-04-03DOI: 10.1080/1533290X.2021.1938787
Valerie Linsinbigler, Christopher Lowder, Janna Mattson, Anna Murphy-Lang, Sam LoPresto
Abstract Library tutorials offer on demand and as-needed instruction, a necessity as higher education continues to extend the reach of online learning. Our institution has increased its online course offerings alongside a university-wide shift in pedagogical and student-centered philosophy. To align our library tutorials webpage with these advances, we achieved a comprehensive redesign through a survey, student usability study, and librarian focus group. Guided by user-experience design, web accessibility, and Universal Design for Learning principles, we organized the new web page to better support our learning community.
{"title":"User-Centered Design of a Library Tutorials Page: A Solution to Digital Hoarding","authors":"Valerie Linsinbigler, Christopher Lowder, Janna Mattson, Anna Murphy-Lang, Sam LoPresto","doi":"10.1080/1533290X.2021.1938787","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1938787","url":null,"abstract":"Abstract Library tutorials offer on demand and as-needed instruction, a necessity as higher education continues to extend the reach of online learning. Our institution has increased its online course offerings alongside a university-wide shift in pedagogical and student-centered philosophy. To align our library tutorials webpage with these advances, we achieved a comprehensive redesign through a survey, student usability study, and librarian focus group. Guided by user-experience design, web accessibility, and Universal Design for Learning principles, we organized the new web page to better support our learning community.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"15 1","pages":"142 - 156"},"PeriodicalIF":0.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1938787","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44620613","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 : 2021-03-10DOI: 10.1080/1533290X.2021.1896619
Essam A. H. Mansour
Abstract The goal of this study is to investigate the use of online learning platforms by Arab public universities during the Novel Coronavirus outbreak from the perspective of faculty members of library & information sciences. A quantitative research approach was used in the form of an online survey conducted in April 2020 on 121 members, 72 males, and 49 females. Platforms, such as Youtube, Whatsapp, presentation tube, Google classrooms, Zoom, Blackboard, and Facebook have been identified as the most commonly used online learning platforms. Students’ engagement and improvement of their digital literacy were the most significant reasons for using these platforms
{"title":"Utilization of Online Learning Platforms by LIS Arab Faculty Members during the Coronavirus Outbreak","authors":"Essam A. H. Mansour","doi":"10.1080/1533290X.2021.1896619","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1896619","url":null,"abstract":"Abstract The goal of this study is to investigate the use of online learning platforms by Arab public universities during the Novel Coronavirus outbreak from the perspective of faculty members of library & information sciences. A quantitative research approach was used in the form of an online survey conducted in April 2020 on 121 members, 72 males, and 49 females. Platforms, such as Youtube, Whatsapp, presentation tube, Google classrooms, Zoom, Blackboard, and Facebook have been identified as the most commonly used online learning platforms. Students’ engagement and improvement of their digital literacy were the most significant reasons for using these platforms","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"15 1","pages":"18 - 40"},"PeriodicalIF":0.0,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1896619","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45422730","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 : 2021-03-08DOI: 10.1080/1533290X.2021.1896621
G. O. Adigun, A. Tella
Abstract Library and information support services (LISS) to distance learners (DLs) and tutors are mandatory for qualitative learning and teaching. From the literature, LISS needs of Open and Distance Learners (ODLs) and their tutors (such as user education and information literacy instruction) were not adequately researched in Nigeria. This study, therefore, determined the relationship(s) between user education as well as information literacy instruction; and use as well as satisfaction with provided LISS for learning and instructional delivery at National Open University, Nigeria (NOUN). The objectives were to examine the LISS provided and accessed by learners and tutors at NOUN; determine NOUN learners’ and tutors’ information literacy self-efficacy to use information services among others. Survey research method was adopted for the study. It adopted qualitative and quantitative methods using a semi-structured interview and the questionnaire to collect data from learners, tutors and support librarians, Data were analyzed using percentages, Pearson’s Product Moment Correlation and ANOVA. The findings of the study revealed that there is significant relationship between DLs’ and tutors’ access and satisfaction with LISS and between DLs’ and tutors’ information literacy self-efficacy and use of LISS. The study concluded that though NOUN made provision for both physical and virtual LISS to support learning and instructional delivery, the services were inadequate to DLs and tutors. It therefore recommended the provision of enhanced LISS as well as more courses on information literacy.
{"title":"User Education and Information Literacy Instruction as Determinant of Use and Satisfaction with Library and Information Support Services at National Open University Nigeria (NOUN)","authors":"G. O. Adigun, A. Tella","doi":"10.1080/1533290X.2021.1896621","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1896621","url":null,"abstract":"Abstract Library and information support services (LISS) to distance learners (DLs) and tutors are mandatory for qualitative learning and teaching. From the literature, LISS needs of Open and Distance Learners (ODLs) and their tutors (such as user education and information literacy instruction) were not adequately researched in Nigeria. This study, therefore, determined the relationship(s) between user education as well as information literacy instruction; and use as well as satisfaction with provided LISS for learning and instructional delivery at National Open University, Nigeria (NOUN). The objectives were to examine the LISS provided and accessed by learners and tutors at NOUN; determine NOUN learners’ and tutors’ information literacy self-efficacy to use information services among others. Survey research method was adopted for the study. It adopted qualitative and quantitative methods using a semi-structured interview and the questionnaire to collect data from learners, tutors and support librarians, Data were analyzed using percentages, Pearson’s Product Moment Correlation and ANOVA. The findings of the study revealed that there is significant relationship between DLs’ and tutors’ access and satisfaction with LISS and between DLs’ and tutors’ information literacy self-efficacy and use of LISS. The study concluded that though NOUN made provision for both physical and virtual LISS to support learning and instructional delivery, the services were inadequate to DLs and tutors. It therefore recommended the provision of enhanced LISS as well as more courses on information literacy.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"15 1","pages":"99 - 128"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1896621","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44621140","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 : 2021-02-05DOI: 10.1080/1533290X.2021.1880525
Allison Shepard, Steven D. Milewski
Abstract This article describes the development of online modules to introduce students to information and resources needed to be successful while pursuing a Bachelors or Masters Degree in social work at the University of Tennessee, Knoxville (UTK). The course was developed by faculty at the University Libraries in collaboration with the Bachelor of Science in Social Work (BSSW) and Master of Science in Social Work (MSSW) program directors with input from students enrolled in the programs. The modules cover library-specific topics as well as an overview of social work discipline foundations, ethics, and expectations for the program. Assessment of the Social Work Prep course is ongoing, with students providing feedback for its continued development.
{"title":"Social Work Prep – Using Canvas Modules to Provide Baseline Library and Social Work Program Knowledge","authors":"Allison Shepard, Steven D. Milewski","doi":"10.1080/1533290X.2021.1880525","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1880525","url":null,"abstract":"Abstract This article describes the development of online modules to introduce students to information and resources needed to be successful while pursuing a Bachelors or Masters Degree in social work at the University of Tennessee, Knoxville (UTK). The course was developed by faculty at the University Libraries in collaboration with the Bachelor of Science in Social Work (BSSW) and Master of Science in Social Work (MSSW) program directors with input from students enrolled in the programs. The modules cover library-specific topics as well as an overview of social work discipline foundations, ethics, and expectations for the program. Assessment of the Social Work Prep course is ongoing, with students providing feedback for its continued development.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"15 1","pages":"2 - 17"},"PeriodicalIF":0.0,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42672278","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 : 2020-10-13DOI: 10.1080/1533290X.2020.1828218
A. Tella, V. Tsabedze, J. Ngoaketsi, R. Enakrire
Abstract This study investigated predictors of Massive Online Open Courses (MOOCs) utilization by distance education librarians and drew out implications on library services in distance learning in Eswatini'. Eswatini is a small country in the Southern part of Africa where only a few studies on MOOCs have been conducted focusing on perceived usefulness, institutional reputation, and tutors/advocacy as they exert influence on MOOCs utilization. Therefore, a census of all available 41 librarians running distance education through MOOCs platform was taken as a sample for the study. The questionnaire was used for the collection of data while data collected from the respondents were analyzed using multiple correlation, ANOVA, and multiple regression. The results demonstrated that the three variables perceived usefulness, institutional reputation, and tutors’ advocacy had a significant positive impact on distance education librarians’ utilization of MOOCs and these have significant implications on library services provision in distance education and for distance learners.
{"title":"Perceived Usefulness, Reputation, and Tutors' Advocate as Predictors of MOOC Utilization by Distance Learners: Implication on Library Services in Distance Learning in Eswatini'","authors":"A. Tella, V. Tsabedze, J. Ngoaketsi, R. Enakrire","doi":"10.1080/1533290X.2020.1828218","DOIUrl":"https://doi.org/10.1080/1533290X.2020.1828218","url":null,"abstract":"Abstract This study investigated predictors of Massive Online Open Courses (MOOCs) utilization by distance education librarians and drew out implications on library services in distance learning in Eswatini'. Eswatini is a small country in the Southern part of Africa where only a few studies on MOOCs have been conducted focusing on perceived usefulness, institutional reputation, and tutors/advocacy as they exert influence on MOOCs utilization. Therefore, a census of all available 41 librarians running distance education through MOOCs platform was taken as a sample for the study. The questionnaire was used for the collection of data while data collected from the respondents were analyzed using multiple correlation, ANOVA, and multiple regression. The results demonstrated that the three variables perceived usefulness, institutional reputation, and tutors’ advocacy had a significant positive impact on distance education librarians’ utilization of MOOCs and these have significant implications on library services provision in distance education and for distance learners.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"15 1","pages":"41 - 67"},"PeriodicalIF":0.0,"publicationDate":"2020-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2020.1828218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48873624","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 : 2020-10-05DOI: 10.1080/1533290x.2020.1806176
V. Tsabedze
Abstract This paper is based on a study that is aimed at developing a framework for quality assurance of Library and Information Science (LIS) education in an Open Distance e-Learning (ODeL) environment. The study was anchored on the interpretive research paradigm and entailed a literature review. LIS, as a field of study that is delivered on an ODeL platform, is proposed for Eswatini. The quality of such a programme is of great concern among stakeholders. This study develops a framework for quality assurance in the development of LIS programmes in an ODeL context in Eswatini.
{"title":"Toward a Framework for Quality Assurance of library and Information Science Education in an Open Distance e-Learning Environment in Eswatini","authors":"V. Tsabedze","doi":"10.1080/1533290x.2020.1806176","DOIUrl":"https://doi.org/10.1080/1533290x.2020.1806176","url":null,"abstract":"Abstract This paper is based on a study that is aimed at developing a framework for quality assurance of Library and Information Science (LIS) education in an Open Distance e-Learning (ODeL) environment. The study was anchored on the interpretive research paradigm and entailed a literature review. LIS, as a field of study that is delivered on an ODeL platform, is proposed for Eswatini. The quality of such a programme is of great concern among stakeholders. This study develops a framework for quality assurance in the development of LIS programmes in an ODeL context in Eswatini.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"14 1","pages":"160 - 175"},"PeriodicalIF":0.0,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290x.2020.1806176","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47403945","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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