Pub Date : 2020-10-01DOI: 10.1080/1533290X.2021.1896622
D. Ziegenfuss
Abstract Providing library research support for graduate students during a thesis/dissertation or capstone project is a scaffolded and long-term process. Librarians meet with students several times as they journey through this liminal space to becoming scholars. Currently, COVID-19 adds to this already high-stakes and stressful experience. This case study will describe how graduate student needs assessment data were utilized to design an online virtual space that provides a more holistic approach for graduate student support during this disorienting time that integrates the seminal theories of Kuhlthau’s Model of the Information Search Process and Schlossberg's Transition Theory.
{"title":"Designing an online graduate community for research practice: Going beyond single purpose design","authors":"D. Ziegenfuss","doi":"10.1080/1533290X.2021.1896622","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1896622","url":null,"abstract":"Abstract Providing library research support for graduate students during a thesis/dissertation or capstone project is a scaffolded and long-term process. Librarians meet with students several times as they journey through this liminal space to becoming scholars. Currently, COVID-19 adds to this already high-stakes and stressful experience. This case study will describe how graduate student needs assessment data were utilized to design an online virtual space that provides a more holistic approach for graduate student support during this disorienting time that integrates the seminal theories of Kuhlthau’s Model of the Information Search Process and Schlossberg's Transition Theory.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"14 1","pages":"306 - 321"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1896622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49177705","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 : 2020-10-01DOI: 10.1080/1533290X.2021.1880527
M. Peuler, Mark Coltrain
Abstract Appalachian State University’s First Year Seminar Online Library Component is a set of information literacy modules designed to introduce students to university-level research. Originally deployed in 2015, this is a requirement for the University’s First Year Seminar Program. It is composed of original and OER content, delivered through AppState’s learning management system, and made the Libraries’ programming more sustainable by replacing in-person instruction. This paper focuses on a redesign project that prioritized Universal Design for Learning, more authentic assessment, and creating awareness in a world of biased algorithms and fake news, engaging and preparing learners as they become global citizens.
{"title":"Flip this house!: Updating and designing an online First Year Seminar module series","authors":"M. Peuler, Mark Coltrain","doi":"10.1080/1533290X.2021.1880527","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1880527","url":null,"abstract":"Abstract Appalachian State University’s First Year Seminar Online Library Component is a set of information literacy modules designed to introduce students to university-level research. Originally deployed in 2015, this is a requirement for the University’s First Year Seminar Program. It is composed of original and OER content, delivered through AppState’s learning management system, and made the Libraries’ programming more sustainable by replacing in-person instruction. This paper focuses on a redesign project that prioritized Universal Design for Learning, more authentic assessment, and creating awareness in a world of biased algorithms and fake news, engaging and preparing learners as they become global citizens.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"14 1","pages":"253 - 265"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1880527","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44357181","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 : 2020-10-01DOI: 10.1080/1533290x.2020.1913834
Victoria Raish, Kathleen Phillips
{"title":"Introduction","authors":"Victoria Raish, Kathleen Phillips","doi":"10.1080/1533290x.2020.1913834","DOIUrl":"https://doi.org/10.1080/1533290x.2020.1913834","url":null,"abstract":"","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"14 1","pages":"178 - 179"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290x.2020.1913834","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44456945","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 : 2020-10-01DOI: 10.1080/1533290X.2021.1896624
Mandi Goodsett
Abstract Targeted instruction that teaches international students about plagiarism is an important service that academic libraries can offer. Offering such instruction as an asynchronous, online workshop has distinct benefits in terms of flexibility and ease of learning, but it must be designed with the needs of international students in mind. This study describes one library’s online anti-plagiarism workshop, as well as the results of a qualitative study to determine how such a workshop can best be designed to meet the needs of international students.
{"title":"Going the Distance for International Students: Academic Integrity Support Online","authors":"Mandi Goodsett","doi":"10.1080/1533290X.2021.1896624","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1896624","url":null,"abstract":"Abstract Targeted instruction that teaches international students about plagiarism is an important service that academic libraries can offer. Offering such instruction as an asynchronous, online workshop has distinct benefits in terms of flexibility and ease of learning, but it must be designed with the needs of international students in mind. This study describes one library’s online anti-plagiarism workshop, as well as the results of a qualitative study to determine how such a workshop can best be designed to meet the needs of international students.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"14 1","pages":"209 - 227"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1896624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42225199","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 : 2020-10-01DOI: 10.1080/1533290X.2021.1873889
Lindley Homol
Abstract As a librarian supporting online programs, it can often be difficult to develop effective instruction for learners who you may never see, at the request of faculty you may never meet. When the author enrolled as a student in the online master’s instructional design program at her institution, she learned five key lessons from the classes and ongoing interactions with students and faculty. This paper will describe how the librarian used these lessons to improve instruction and outreach to both her liaison areas, as well as the wider library.
{"title":"Truly, Madly, Deeply Embedded: Becoming a Student in Your Liaison Area","authors":"Lindley Homol","doi":"10.1080/1533290X.2021.1873889","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1873889","url":null,"abstract":"Abstract As a librarian supporting online programs, it can often be difficult to develop effective instruction for learners who you may never see, at the request of faculty you may never meet. When the author enrolled as a student in the online master’s instructional design program at her institution, she learned five key lessons from the classes and ongoing interactions with students and faculty. This paper will describe how the librarian used these lessons to improve instruction and outreach to both her liaison areas, as well as the wider library.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"14 1","pages":"228 - 239"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1873889","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41518086","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 : 2020-10-01DOI: 10.1080/1533290X.2021.1873892
D. Skaggs
Abstract Chat reference is popular with both on and off campus users as well as distance students. This article presents the results of a chat transcript analysis project that used fall semester 2019 transcripts to compare question types and disconnect issues for on campus, off campus, and distance students.
{"title":"“Can you come tell people to be quiet?”: Analyzing chat questions from on-campus and off-campus patrons","authors":"D. Skaggs","doi":"10.1080/1533290X.2021.1873892","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1873892","url":null,"abstract":"Abstract Chat reference is popular with both on and off campus users as well as distance students. This article presents the results of a chat transcript analysis project that used fall semester 2019 transcripts to compare question types and disconnect issues for on campus, off campus, and distance students.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"14 1","pages":"291 - 305"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1873892","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47478780","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 : 2020-10-01DOI: 10.1080/1533290X.2021.1873890
Hannah M. Schilperoort
Abstract Information literacy instruction for evidence-based practice in health sciences education often centers around literature review assignments in research courses. Librarians may have limited opportunities to teach in clinical courses where evidence-based practice is centered around on-the-job clinical practice. Tools like LibWizard allow librarians to create asynchronous tutorials that center around information literacy for clinical scenarios and include hands-on practice and real-time feedback. In this paper, the author, a health sciences librarian, summarizes the development, implementation, and assessment of a self-paced, interactive information literacy tutorial to support evidence-based practice in two clinical courses in an online graduate nursing program.
{"title":"Self-Paced Tutorials to Support Evidence-Based Practice and Information Literacy in Online Health Sciences Education","authors":"Hannah M. Schilperoort","doi":"10.1080/1533290X.2021.1873890","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1873890","url":null,"abstract":"Abstract Information literacy instruction for evidence-based practice in health sciences education often centers around literature review assignments in research courses. Librarians may have limited opportunities to teach in clinical courses where evidence-based practice is centered around on-the-job clinical practice. Tools like LibWizard allow librarians to create asynchronous tutorials that center around information literacy for clinical scenarios and include hands-on practice and real-time feedback. In this paper, the author, a health sciences librarian, summarizes the development, implementation, and assessment of a self-paced, interactive information literacy tutorial to support evidence-based practice in two clinical courses in an online graduate nursing program.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"14 1","pages":"278 - 290"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1873890","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46137854","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 : 2020-10-01DOI: 10.1080/1533290X.2021.1896623
Rebecca Nowicki
Abstract As the sole librarian responsible for online instruction, there are many challenges and opportunities when developing a program almost from scratch. This case study will examine how an individual online instruction librarian developed a tool to conduct an environmental scan of a dormant online instruction program and utilized this tool to begin the construction of a long-term plan to address the needs of a diverse student population. This paper explores how a documentation tool allows users to create a unifying plan while also facilitating sustainable maintenance of individual objects.
{"title":"Starting from (Sort of) Scratch: Strategies for Developing a Long-Term and Sustainable Online Library Instruction Plan","authors":"Rebecca Nowicki","doi":"10.1080/1533290X.2021.1896623","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1896623","url":null,"abstract":"Abstract As the sole librarian responsible for online instruction, there are many challenges and opportunities when developing a program almost from scratch. This case study will examine how an individual online instruction librarian developed a tool to conduct an environmental scan of a dormant online instruction program and utilized this tool to begin the construction of a long-term plan to address the needs of a diverse student population. This paper explores how a documentation tool allows users to create a unifying plan while also facilitating sustainable maintenance of individual objects.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"14 1","pages":"240 - 252"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1896623","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44423336","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 : 2020-10-01DOI: 10.1080/1533290X.2021.1880528
D. Force, Brad Wiles
Abstract This presentation reports on a survey of academic librarians and their attitudes on several interrelated professional issues in the online for-profit college and university environment. Librarians from this sector offer a unique perspective on librarianship best practices for online educational delivery. They also present a clearheaded understanding on the impact of profit-based decision making on academic librarian values, responsibilities, and sense of professional duty. In addition to the survey results, this presentation discusses how academic librarianship has responded to the growing prevalence of virtual education delivery, and what roles the for-profit model might proffer for academic librarians going forward.
{"title":"Online For-Profit Colleges and Universities and the Evolving Role of Academic Librarianship","authors":"D. Force, Brad Wiles","doi":"10.1080/1533290X.2021.1880528","DOIUrl":"https://doi.org/10.1080/1533290X.2021.1880528","url":null,"abstract":"Abstract This presentation reports on a survey of academic librarians and their attitudes on several interrelated professional issues in the online for-profit college and university environment. Librarians from this sector offer a unique perspective on librarianship best practices for online educational delivery. They also present a clearheaded understanding on the impact of profit-based decision making on academic librarian values, responsibilities, and sense of professional duty. In addition to the survey results, this presentation discusses how academic librarianship has responded to the growing prevalence of virtual education delivery, and what roles the for-profit model might proffer for academic librarians going forward.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"14 1","pages":"194 - 208"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290X.2021.1880528","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48154973","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 : 2020-10-01DOI: 10.1080/1533290x.2020.1828219
L. Hays, Katelyn Handler
Abstract Librarians recognize that they occupy an online presence in the lives of students, particularly with the rise in use of online resources and increased library integration with campus learning management systems. Self-regulated learning are personal behaviors that move individuals toward their goals. As students increasingly work at a distance, librarians must find ways to support self-regulation in online settings. Using Universal Design for Learning as their guiding framework, the authors share best practices from the literature, and their own experiences, to support self-regulated learning in learning management systems when creating library resources and teaching information literacy.
{"title":"Good Design is Universal: Using Universal Design Principles to Promote Self-Regulated Learning in Learning Management Systems When Teaching Information Literacy","authors":"L. Hays, Katelyn Handler","doi":"10.1080/1533290x.2020.1828219","DOIUrl":"https://doi.org/10.1080/1533290x.2020.1828219","url":null,"abstract":"Abstract Librarians recognize that they occupy an online presence in the lives of students, particularly with the rise in use of online resources and increased library integration with campus learning management systems. Self-regulated learning are personal behaviors that move individuals toward their goals. As students increasingly work at a distance, librarians must find ways to support self-regulation in online settings. Using Universal Design for Learning as their guiding framework, the authors share best practices from the literature, and their own experiences, to support self-regulated learning in learning management systems when creating library resources and teaching information literacy.","PeriodicalId":35370,"journal":{"name":"Journal of Library and Information Services in Distance Learning","volume":"14 1","pages":"127 - 140"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1533290x.2020.1828219","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41335267","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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