Going the Distance: Library Instruction for Remote Learners

Citation

Peare, T. (2008), "Going the Distance: Library Instruction for Remote Learners", Library Review, Vol. 57 No. 1, pp. 81-83. https://doi.org/10.1108/00242530810845125

This book explores the very broad range of issues that arise when librarians are faced with providing information resource support for distance students. There are 18 chapters, mainly based on personal experience or case studies, including some frank admissions when approaches were less than successful. In four sections, the book covers: “Designing Distance Instruction” (7 chapters); “Delivering Distance Instruction” (6 case studies); “Collaboration for Distance Instruction” (2 chapters); and three reviews on “Assessing Distance Instruction”. Good bibliographies and illustrations of course materials which would be expected in a volume prepared by practicing librarians, add to the practical use of this volume.

With the growing demand for life‐long learning, academics struggle to adapt traditional full‐time courses and course material to suit an ever‐increasing number of part‐time or distance students. Similarly, librarians have to reappraise the support that can be given to students who rarely appear on campus and when they do, it is often for concentrated sessions at week‐ends and in summer schools. Such limited presence adds to the frustration of being outside main‐stream and core service‐delivery patterns. For those working in the information provision area, these practical challenges must be tackled within the rapidly changing environment of online resources and the often misunderstood, but growing, need for evaluative skills. Distance students are a particular group who do have distinctive needs. They miss out on the social interaction that is very much part of the young full‐time undergraduate life; the group study opportunities and the availability of personalised coaching when in difficulties or struggling with some element of a course. On the other hand, distance students are often highly motivated, balancing work, life issues and study expertly. They can be very open to alternative or experimental ways of course delivery. However, they can be easily frustrated by poor technology, poorly focused material and lack of support for their non‐traditional requirements.

Many of the examples quoted and described in the book are class‐room delivered courses but emphasizing the use of online resources and contact details for library staff to provide follow up. Included is mention of the challenges of presenting courses off‐site in unfamiliar venues, the similar difficulties academic colleagues have in delivering their material and the need for close collaboration between them and librarians, not always recognized or given. In the descriptions of online delivery of library instruction, this collaboration is particularly important as information needs development as a course progresses. This is well illustrated in a case study in a continuing nursing education environment. Following collaboration with the academic course providers, the library instruction moved from a generic approach to modules with specific learning objectives. However, the same study does show the care and planning needed to prepare online and web‐based material and the time required over and above more traditional library instruction. There are two useful chapters on the need to discuss plagiarism with distance students so they have a clear understanding of its implications. Similarly, course designers must be aware of the need to use copyright material appropriately.

The second section deals with some of the practical issues of delivering distance instruction. The technical ability or the technology available (broadband connection, for example) can vary widely across a group of distance students and it is important that additional barriers are not put in the way by requirements for special software or passwords, for example. Some online courses were offered in classroom workshops and all courses described were constantly developed and amended as a result of feedback. Experiences with virtual class room software are described. However, in the main, these suffered from being very technically difficult and time‐consuming to set up and maintain, with further difficulties for students trying to access the material remotely as usually plug‐ins and good bandwidth were required.

Overall, the message is that there is great interest in library programmes from students and some recognition of the general application of the material provided. Chapter 16 on assessing courses is a personal story of the author's own early‐career experiences and is delightfully frank and practical. Innovative approaches such as setting up a chat room to overcome the asynchronous student reception of course material and the lack of class room interaction are described. This is a particularly useful chapter. The final chapter is a thorough review of assessment methods with a good bibliography and an emphasis on the need for “rigorous assessment programs”, so that distance students can enjoy the same learning outcomes as more traditional students. This is a useful, practical book for practitioners seeking to provide all students in their care with quality information instruction.