Supporting E‐learning: A Guide for Library and Information Managers

Citation

Reid, C.D. (2006), "Supporting E‐learning: A Guide for Library and Information Managers", Library Review, Vol. 55 No. 7, pp. 452-453. https://doi.org/10.1108/00242530610682191

Increasingly academic institutions are introducing online learning platforms not only to make teaching materials and resources available to ever increasing numbers of students, but also as a means of supporting growing numbers studying part‐time or at a distance. Library and information service (LIS) staff have been contributing content resources for many years. But as e‐learning platforms develop as forums for both real‐time and asynchronous learning giving interactive and collaborative learning experiences, the challenges presented to the information profession are considerable. This volume has been compiled with the aim of “addressing some of the strategic and operational issues that library and information service (LIS) managers might consider in supporting e‐learning”.

It consists of six chapters written mainly by authors from the academic community. Melling, in a very short introduction, defines e‐learning and considers some of the cultural and organizational barriers that may require to be addressed for successful e‐learning development. The first chapter lays out the case for a centralized managed learning environment and considers the factors which should be taken into account in its implementation – its architecture and design, the identification of key stakeholders, the strategic objectives and the development priorities required to achieve these.

With the increasing adoption of technology supported learning, existing institution‐wide processes and systems are being disrupted necessitating evolution and change. Two chapters therefore consider and develop the theme of change management highlighting that real success in any new developments necessitates different groups working together in partnership.

Chapter 4 provides some practical advice illustrated by two short vignettes of practice from the Columbia Center for New Media Teaching and Learning, Columbia University. Guidelines of the best practice are provided to assist effective collaboration between support teams and academics. The author stresses throughout that it is no longer enough to passively provide e‐resources. LIS staff need to actively work with others to develop pedagogic models that will lead to effective learning.

This same theme is further developed in the chapter considering e‐literacy. The author here develops the theme that to be really effective, information skills training, ideally, needs to be embedded within the learning environment. The final chapter considers the issues and challenges of managing, integrating and promoting access to electronic resources. Stressed repeatedly by all the contributors is that, in implementing any e‐learning strategy, the desired learning outcomes must be very much kept in focus. “Learning does not take place though an object one observes but an action one takes”.

This is a useful and timely overview of the key issues involved in supporting e‐learning. It is not a “how to do it” volume: rather, it is one that “surfaces” many of the topics which need to be considered in implementing and supporting e‐learning. There is no single template which can be picked up and worked to as each institution will develop an e‐learning solution which fits with its needs. As Moretti points out “We are the architects of the imagined worlds within which people learn and study. We have just begun to glimpse the possibilities”.