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Distance Learning Library Services Needs Assessment
- 1. Online Teaching Faculty NeedsAssessment for Planning Distance Library Services Carrie Bishop Distance Learning Librarian
- 2. • Why doa needs assessment? • Overview of Research Methods • Findings of the Study • Goals Developed and Progress Made Introduction
- 3. Needs Assessment Became theDistance Learning Librarian in Spring 2017 ACRL Standards for Distance Learning Library Services (2016) recommends that institutions 1. designate a Distance Learning Librarian to “plan, implement, coordinate, and evaluate library resources and services addressing the information and skills needs of the distance learning community,” 2. charge the Distance Learning Librarian with “developing and maintaining immediate and long-range goals and objectives for distance learning library services” and 3. urge the Distance Learning Librarian to “involve representatives of the distance learning community in the formation of the objectives and the regular evaluation of their achievement.”
- 4. Needs Assessment • Needsassessment is a process used by organizations to determine priorities, make organizational improvements, or allocate resources. • “Stakeholders ultimately determine organizational direction and provide the needs that the library must fill in order to be considered resourceful, effectual, or of worth” (Blankenship, 2008)
- 5. IUP Overview • Mid-SizedUniversity • State System of Higher Education Renewed Focus on Online Learning and Distance Education • Middle States Final Report • IUP Strategic Plan 2015-2020 Distance Learning Community • Online Students • Regional Campuses and Centers
- 6. Literature Review • NeedsAssessment approach discussed at length in the literature –Different methods such as surveys, focus groups, and interviews • Wharton (2016), Distance Learning Librarian at FSU –applied findings from qualitative interviews to develop goals and plans of action for distance services –“determining overall perceptions of library resources and services including what the participants found most important and useful about the library as well as what improvements could be made” –“establishing connections throughout the university and creating relationships with key stakeholders”
- 7. Why do QualitativeResearch?: Challenges and Benefits Challenges • Data Overload • May end up not answering the question Benefits • Don’t have to know what you’re looking for • Really good sense of what your population wants • Able to meet and gain information from key players in online education at IUP • Market services through conversation
- 8. Selecting a Sample KeyInformants • People who are highly respected and knowledgeable about the areas being addressed • “Getting the word out to students is important but it is the instructor- student interactions that bring the most benefit” (Buck, 2011) Criterion Sampling – Select all cases that meet a criteria • Teaching online or hybrid courses at IUP for more than 2 years Random Purposive Sampling – Select more participants than needed • 57 were invited to participate, 13 were interviewed • 9 departments, graduate and undergraduate programs
- 9. Data Collection Structured Interviews– specified set of questions that elicits the same information from all the respondents
- 10. Data Analysis Types oftranscription from audio recording: • General: transcribe only for content; record general ideas • Literal: transcribe word for word • Full reporting: add inflection/body language, etc. into transcription
- 11. Data Analysis SWOT Analysis •Strengths • Weaknesses • Opportunities • Threats
- 12. Strengths In-person, on-campus serviceslike reference and instruction “Anytime I’ve had a student that said they called the library or went to the reference desk they’ve been able to get help” “In person, in Indiana, this (library instruction) has worked well” Access to library material online “Great job of getting electronic journal access. We can access most of the articles we need using the online system.” Past info lit modules created by IUP Information Literacy Librarian for English Email and text reference service
- 13. Weaknesses Asynchronous information literacyinstruction “I don’t know how to get those resources (instruction) to the students when they are not here where a librarian can come to class.” “I make a lot of videos, and then I feel like the library should just have these videos, because I can’t be the only one whose students need this instruction.” Marketing of distance education services to both faculty and students “I don’t know what’s there. I would like more information on what the possibilities are.” “Students don’t know what’s available. And it’s harder for students who are not on campus to find out.”
- 14. Weaknesses Librarian focused ondistance learners “Didn’t have a connection to one librarian for online classes so was unsure of how to incorporate the library into those classes.” Distance students’ access to print materials “Access to books is an ongoing issue.” Library services are limited during winter and summer sessions when many distance education courses are being taught. “Most of my online teaching that really involves the library is during the winter so having that lack of support staff is challenging.”
- 15. Opportunities Expand the workof subject librarians into online courses “If I could have (subject librarian instruction) online that would be fantastic. They (students) need it.” Partner with Instructional Designers “Perhaps I should be integrating the library more into my online classes, but I hadn’t really thought about it too much before” Service to Graduate Students and Programs “Library instruction is really critical for our doctoral students because they need to hit the ground running.”
- 16. Put it alltogether •What are we already doing well? •What areas need attention? •What opportunities are available?
- 17. Needs Become Goals Createa librarian position focused on online learning and distance education –Member of Online Learning Committee – Advocated for Embedded Librarian Role –Co-Director, Center for Teaching Excellence –Took lead on virtual reference service Provide more instruction in different forms and make it easier to find –Creation of asynchronous video instruction –Credo Information Literacy Modules –Embedded Librarian Role –Library Instruction website re-design
- 18. Needs Become Goals Collaboratewith Instructional Designers – Create orientation videos and interactive tutorials – Create guides for faculty about including information literacy in an online course Raise the Awareness –Create an aggressive marketing plan including both high and low-tech marketing methods –Standard presence in the CMS –Targeted marketing for online/hybrid graduate programs and online courses with heavy research projects.
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- 20. Further Reading Association ofCollege and Research Libraries. (2016). Standards for Distance Learning Library Services. Retrieved from http://www.ala.org/acrl/standards/guidelinesdistancelearning Blankenship, E. (2008). Aligning the assessment process in academic library distance education services using the Nash Model for Improved Demonstration and Reporting of Organizational Performance. Journal of Library Administration, 48(¾), 317-328. Buck, S. (2011). Library services for the distance learner: A library needs assessment at Oregon State University. 27th Annual Conference on Distance Teaching and Learning. Retrieved from http://www.uwex.edu/disted/conference/resource_library/proceedings/45432_2011.pdf Jerabek, J.A., McMain, L.M., & Van Roekel, J.L. (2002). Using needs assessment to determine library services for distance learning programs. Journal of Interlibrary Loan, Document Delivery, & Information Supply, 12(4), 41-61. Jerabek, J.A., & McMain, L.M. (2002). The answer you get depends on who (and what) you ask: Involving stakeholders in needs assessments. Journal of Library Administration, 37(¾), 387-395. Kvenild, C. & Bowles-Terry, M. (2011). Learning from distance faculty: A faculty needs assessment at the University of Wyoming. Journal of Library & Information Services in Distance Learning, 5, 20-24. Wharton, L.N. (2017). From assessment to implementation: Using qualitative interviews to inform distance learning library services. Journal of Library & Information Services in Distance Learning, 11(1-2), 196-205
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