Improving Internet Reference Services to Distance Learners

Citation

Martzoukou, K. (2006), "Improving Internet Reference Services to Distance Learners", Library Review, Vol. 55 No. 8, pp. 538-540. https://doi.org/10.1108/00242530610689428

With the advent of new information and communication technologies and the proliferation of distance learning students, libraries are facing significant challenges in their effort to provide services and support to remote users which are equal to the ones offered to on campus library patrons. This work provides a comprehensive insight into current developments in reference services to distance learners, addressing practical issues related to designing, developing and establishing effective online reference provision.

The book consists of 12 articles, which document case studies of academic libraries within the United States. It also includes an introduction written by one of the editors, William Miller, Director of Libraries at Florida Atlantic University, which offers a synopsis of the articles presented and echoes the changing and expanding nature of the service direction of the library profession towards outside individuals and organizations. The structure of the book has no specific thematic divisions, detracting from reader‐friendliness. But presentation within the articles is very helpful, with graphic materials and pointers to specific websites that link to library projects. The book also includes a useful list of major indexing and abstracting services and a comprehensive index. It has been co‐published simultaneously as Internet Reference Services Quarterly 9(1–2) 2004, and all the articles featured are also available online for a fee (check publisher's website).

A predominant theme in the articles included is the importance of communication and collaboration between librarians and faculty. The increasing need to incorporate information literacy goals into the curriculum, to sustain congruence between library services and academic plans and to alleviate the dichotomy that exists between library and academic departments cannot be emphasized more. Fostering awareness of library services via marketing and support to distance students is also illustrated as key to the success of the distance learning library service. Communication and collaboration reaches beyond the confinements of either the library or the academic institution as librarians are expected to be aware of the external environment and the diverse needs of users. Libraries are also faced with new expanding opportunities through collaborative agreements and partnerships with external entities.

In the empirical examples offered of how libraries serve the diverse needs of distance students more effectively, a recurrent theme is the changing role of the librarian. Ruan calls for librarians to re‐examine their priorities and find new ways of communicating and expanding knowledge via their multiple roles as managers, researchers, testers, project leaders, designers, information architects and Web managers. Of particular interest is Markgraf's article, which describes the “lurking librarian” model, based on the idea of the Internet reference librarian participating in online courses. Brown and Malenfant move a step forward to note that librarians' roles should transcend the traditional academic library model and adopt the model of the public or special library, which provides a single “one stop” place. It seems to me that although this presents a broader vision for reinventing the roles of librarians as “omnipresent” it may also lead to librarians viewing their roles with greater uncertainty. Little insight is really given into the challenges and practical implications of this changing environment for librarians, who are the driving force of improving internet reference services. How realistic are the demands placed on them? These issues are not sufficiently addressed in the individual case studies.

Apart from the librarian there is also a need for the contemporary student to balance multiple roles. Viggiano refers to a new class of library patron that has to balance work and family commitments with educational responsibilities. What emerge strongly here are the blurring boundaries that exist between “traditional”, on campus students and distance learners. In fact Feeney asks whether there is any more a need to distinguish between “distance” and “on‐campus” students. Reflecting on these ideas, one is left questioning if the term “distance learners” featured on the title of the book really reflects the complex identify of contemporary users. Knowing little about the nature of users and the type of access they require makes it difficult to determine what kind of services to offer. How can we separate this hybrid model from “true” campus and off campus students to maintain effective provision of services? And what is the impact of these changes on traditional reference services?

Overall the book generates interesting questions and is certainly of value to the audience for which it is intended – academic librarians and information professionals, providing online internet reference services. Although there is a general lack of sufficient research evidence and theoretical underpinning for the approaches followed, researchers of online learning environments and academics who are interested in ways of enhancing the educational experiences of online students can also greatly benefit from reading these articles. The real value of the book lies not in theory but in its strong evidence from practice, which provides useful facts and brings into context the complexity of issues surrounding the extension of library services.