Never Having to Say You're SorryFelts, John W.
2002 Journal Of Library Administration
doi: 10.1300/J111v37n03_25
AbstractOne of the persistent problems in finding journal literature is that there are so many places to locate such information. UNCG's Jackson Library has simplified the process with Journal Finder, a locally developed software solution that seamlessly integrates electronic journal content, pay-per-view content, local print holdings, unmediated document delivery (fully funded by the Library), and interlibrary loan, for comprehensive, unmediated, “one stop shop” access to journal articles. Also integrated into this solution are remote authentication options, title-level access to journals wherever possible, and the development of cross-linking between vendored database products for both title-level and even article-level access.
Building a Digital Library in Support of Distance LearningFerguson, Jessame; Fowler, Joel; Hanley, Marilyn; Schafer, Jay
2002 Journal Of Library Administration
doi: 10.1300/J111v37n03_26
AbstractIn this paper we will describe the University of Massachusetts System libraries' efforts to offer services and information to our students and broader user communities through the creation of a shared digital library. The digital library delivers a library and its services anytime, anyplace, and in any medium. The new UMass Digital Library complements the existing bricks-and-mortar libraries, by maximizing the provision of services and resources through collaborative measures to our growing distance learning community. Each of the major components that went into the development of the digital library are detailed, including extended reference service, developing shared collections, Web site development, and the technical aspects necessary to make everything work together.
Grading OurselvesFrederiksen, Linda
2002 Journal Of Library Administration
doi: 10.1300/J111v37n03_27
AbstractWhile the need for a plan to evaluate distance library services is clear, the means by which this work should be done is less obvious. Faced with a variety of measurement tools, it can be difficult to decide not only what to evaluate but also how to do it. With the goal of providing information on how to develop appropriate assessment instruments to document performance and service quality, this paper gives an overview of the assessment movement. As a lens through which librarians, administrators, accrediting bodies and other stakeholders might view the effectiveness and value of distance library services, the Distance Learning Library Services (DLS) Guidelines serve as a framework that can be used to build an assessment strategy, as well as a gateway to other measurement tools and accreditation standards.
Reducing High AnxietyHarrell, Karen J.
2002 Journal Of Library Administration
doi: 10.1300/J111v37n03_29
AbstractRecentry, adult, and nontraditional students attending classes at off-campus sites have special needs and situations that require responsive programming. The average student attending classes at Mercer University's Extended Education Centers is female and 33 years-old. Many students have full-time jobs and child care responsibilities. Fear of failure, lack of confidence, commitments to family and job, lack of technological knowledge and geographical barriers all contribute to the high anxiety level of many off-campus adult students. This paper presents demographic data on adult students, describes the andragogy model of adult education, summarizes library literature on serving adult students, and outlines responsive library programs for off-campus adult and nontraditional students.
A Kaleidoscope of Learning StylesHolmes, Katherine E.
2002 Journal Of Library Administration
doi: 10.1300/J111v37n03_30
AbstractOur library intends to create a tutorial to assist students in library research. In preparation, we need to understand the diverse learning needs of students. Some students seem to thrive in the online environment while others feel at a loss. A review of learning styles literature reveals that many adult learners require personalized, interactive learning environments. The author reviewed library tutorials to identify models of library instruction that meet the needs of such students. This paper serves as background and literature review for an interactive workshop on learning styles and the Internet, which was presented at the conference.
Using the Invisible Web to Teach Information LiteracyHricko, Mary
2002 Journal Of Library Administration
doi: 10.1300/J111v37n03_31
AbstractIn an age where it is crucial that students have an understanding of how to locate, evaluate, and use information appropriately, it is important that instructors engage their students in research activities that provide opportunities to develop information literacy competencies. By introducing the use of the Invisible Web in information literacy instruction, novice researchers gain a better understanding of the organization of information on the Internet. The Invisible Web serves as a gateway to provide direct access to information not easily retrieved by the popular search engines. It is much more structured than traditional search engines to offer students a sense of organization in their research. A review of various Invisible Web Search Sites is provided along with discussion of how to integrate the use of the Invisible Web into information literacy instruction.
The Answer You Get Depends on Who (and What) You AskJerabek, Judy Ann; McMain, Lynn M.
2002 Journal Of Library Administration
doi: 10.1300/J111v37n03_32
AbstractThis paper focuses on identifying and involving various distance-learning stakeholders in a needs assessment for library services. Topics covered include “Why who you ask matters” (rationale for including stakeholders), “Who you ask” (identifying stakeholders), “What you ask” (developing questions that ask what you need to know), and “How to involve those you have identified” (ways to increase stakeholder participation and, thereby, investment in the needs assessment process and library services related to distance learning programs).
Help! I'm the New Distance Librarian—Where Do I Begin?Jones, Marie F.
2002 Journal Of Library Administration
doi: 10.1300/J111v37n03_33
AbstractThis paper informally presents the results of a study using a combined survey/interview technique that asked experienced extended, distance and/or distributed library services librarians for their advice to novice librarians in the field. The primary recommendation is to build relationships. Other strategies are offered in the areas of marketing, gathering information, evaluating policies, remaining flexible, keeping up with technology, and using the ACRL Guidelines for Distance Library Services.
Distilling the Information Literacy StandardsKearley, Jamie P.; Phillips, Lori
2002 Journal Of Library Administration
doi: 10.1300/J111v37n03_34
AbstractThis paper describes the history and rationale for an interactive multimedia Web tutorial that was created by librarians at the University of Wyoming to serve the needs of distance learners and on-campus students. The tutorial is called TIP, Tutorial for Information Power, and it moves beyond standard library instruction in its focus on the broader concepts of information literacy. Also discussed is the creative process of developing TIP, including how the authors determined which information literacy standards were most appropriate for inclusion. The initial evaluation of TIP is described, as well as future possibilities.