Leslee B. Shell, Jennifer Duvernay, Ann Dutton Ewbank, Phil Konomos, Allison Leaming, Ginny Sylvester - 14th Off-Campus Library Services Conference - April

Leslee B. Shell, Jennifer Duvernay, Ann Dutton Ewbank, Phil Konomos, Allison Leaming, Ginny Sylvester - 14th Off-Campus Library Services Conference - April 28-30, 2010

A Comprehensive Plan for Library Support of Online and Extended Education

Continued integration and relevance of the library to online students.

Afghanistan Stability/COIN Dynamics


New York Times Article Tuesday, April 27, 2010, retrieved from http://incredimazing.com/page/Afghanistan_Stability_COIN_Dynamics, April 29, 2010

Arizona State University


ASU Campuses

Tempe: 48,623

Downtown: 6,655

West: 6,604

Polytechnic: 5,106

Background

1. Current enrollments are low but growing.2. Library adds information literacy and critical

thinking to ASU Online.3. Online programs are seeking greater integration

with ASU Libraries.

“Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction.”Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved October, 15, 2009.



Universities’ reasons for going online

•Student demand for flexible schedules (68%)

•Providing access (67%)

•Making more courses available (46%)

•Increasing enrollment (45%)

Parsad, B., & Lewis, L. (2008). Distance education at degree-granting postsecondary institutions: 2006–07 No. NCES 2009044). Washington, DC: U.S. Department of Education; Institute of Education Statistics. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009044

Students from Leslee Shell’s Bio 187 class


Our charge…

• Develop guiding principles

• Perform a needs assessment and environmental scan

• Create a sustainable and scalable plan

Students from Leslee Shell’s Bio 187 class


ONYX Task Force

• Librarian for Online and Extended Education appointed (June 2009).

• Online and Extended Education (ONYX) team formed.

• ONYX charged with creating a comprehensive plan-- drafted a “team charge.”


Guiding Principles

• ACRL’s Access Equity Principle invoked

• Worked with IT to identify 100% online students

• “DE” students

– Tracking use of ILL

– Providing articles

• E

Ezra Stoller Archive. Retrieved from Artstor March 29, 2010.

ENVIRONMENTAL SCAN/NEEDS ASSESSMENT

Our Charge – Part 2


Four Components of Needs Assessment

1. Who was currently teaching online?

2. Did online instructors know about the library?

3. What are our peer institutions doing?

4. What did the Program coordinators expect?


1)New Online Classes/Librarians

• Subject librarians lacked a complete picture of all online courses being taught.

• List was prepared and sorted by campus, subject area and subject librarian.

• Sent to subject librarian with a link to the LibGuide for Online Programs.



2)Survey of Online Instructors

Were faculty aware of library services?

• Lit review showed contrasting levels of awareness.

• We created a brief, open-ended survey• 647 participants taught one online class in 2009


Survey Goals

1. Identify numbers teaching in various online programs.

2. Assess faculty awareness of library services.

3. Identify barriers for faculty in using library resources.

TV Monitor and Buddha. Stuart Collection (San Diego, Calif.) retrieved from Artstor on March 29, 2010.


Response

157 responses (n=647)23% response rate79% taught in traditional

programs21% taught in 100%

online programs

Library Resources Tab in Blackboard

• 53.5% were very likely to use a blackboard tab;

• 28.2 were likely to use it



Instructors generally unaware of library resources

• General lack of awareness• Students lack knowledge and

motivation.• Requested webinars and workshop• Technical issues

– Non-functioning links in blackboard– Problems with FMG– Problems accessing e-books

Danny Lopez, Tohono O’odham language and culture preservationist, teaches at Tohono O’odham Community College in Sells, Arizona (AP Photo/Arizona Republic, Sherrie Buzby, 24 November 2004)


Specifics

73% had not used subject librarian research assistance73% had not used Ask-a-Librarian Chat

70% had not used streaming video

67% had not used online library tutorials

59% had not used e-books

48% had not linked to e-journal articles

Design flexible spaces


Some commentsLack of Awareness

• I have NO IDEA where to start. I am an adjunct.

• I don’t know how to get help for my students from Library staff.

• I’m a faculty associate (part-time) and no one has ever told me what I can do with library services or what you have to offer.

• Limited understanding of the lib site and how it works.

• I honestly don’t know if you have one, but a tutorial on database search techniques would be helpful.

• There appears to be very little guidance from ASU in general about how to go about setting up an online course.

The Friendly Grey Computer. The Museum of Modern Art. Retrieved from Artstor March29, 2010.

More commentsInterest in training

• Provide a series of workshops for faculty so we can learn about this.

• Have Webinars in teaching how to use the tools online.

• Help instructors be aware of the services you provide – as a part time instructor that teaches primarily online, I’m not sure what’s going on.

• Having it available is good, knowing how to USE IT is quite another story.

• The University probably needs a required basic course THROUGH the library (online)…

• I don’t know what resources/tools I have as an instructor to offer. I would love a tutorial on all the tools. When can I have a session with someone who can show me all of those tools?


Diagram of CPU Chip. Museum of Modern Art, Retrieved from Artstore March 29, 2010

3)Libraries institutions were surveyed

• University of California-Los Angeles

• Florida State University

• University of Illinois at Urbana-Champaign

• Indiana University-BloomingtonUniversity of Iowa

• Michigan State University

• University of Minnesota-Twin Cities

• Ohio State University-Main Campus

• Oregon State University

• Rutgers University-New Brunswick

• The University of Texas at Austin

• UT Telecampus

• University of Wisconsin-Madison

• Northern Arizona University

• University of Toronto

•Leslee B. Shell, Jennifer Duvernay, Ann Dutton Ewbank, Phil Konomos, Allison Leaming, Ginny Sylvester - 14th Off-Campus Library Services Conference - April 28-30, 2010

Trends revealed through interviews - Technology

Libraries are:– Streamlining online services by reducing

authentication and clicks– Exploring customized library pages in CMS– Using myLibrary tab that is customized to each

student based on degree affiliation and provides virtual library identity

– Struggling to provide tech support for students having problems.


Peer Institution Interviews

• Describe your Distance Education Program• How do you promote your online services?• Is there a library fee for online students? If

so, how much?• Do you perceive/forsee expansion issues?


Instruction

• Libraries are:– Using software like Jing, ScreenR and Captivate to

create online library tutorials– Working with subject librarians to create learning

objects.– Teaching for-credit courses and a survey course

for freshmen– Providing chat services during extended hours– Focusing on learning outcomes in online learning


Instruction (continued)

• Libraries are:– Providing a general library tutorial on the e-library

web site– Using Net Tutor to enroll and quiz students (Ohio

State University)– Instruction is provided through a web conferencing

tool– Looking at the scalability of being an embedded

librarian– Creating learning modules in blackboard’s e-

Community feature.– Providing library instruction during on-campus

orientations.


Marketing

• Librarians are:– Writing columns for DE newsletters to share tips– Sending students e-mail blasts– Telling adjuncts “this is how you get in touch with

the library”


Document Delivery

Books are shipped by UPS with a prepaid return mailer. Students outside of US must pay return.

Library pays for shipping out; students pay for shipping back.

Books, DVDs, VHS tapes and CDs are sent to a postal address with return postage.

Provide document delivery to students through a statewide consortium.

Are not shipped to individual homes, but to locations throughout the state.


Trends in ILL

• Document delivery in decline as e-resources increase

• Are not differentiating between online and on-campus students.

• Are subsidizing up to $60.00 per student in ILL.

• Are struggling to identify distance learning students from on-campus students.


Fees

• Majority of libraries interviewed did not charge a fee. However, some libraries are:– Considering a fee– Charging $5.00 for shipping books each way.


Concerns about growth

• Many libraries:– Perceive problems in embedding librarians and

providing document delivery as numbers of online students grow, but few have developed plans to deal with growth.

– Are concerned about state budgets and realize online classes save money.

– Are experiencing problems with money that are keeping them from expanding instruction.

– Are worried that expansion of services would create stress if demand were suddenly to grow


Differentiated Structures

• Online librarians are integrating themselves into the distance learning structures of their institutions (University of Iowa, Northern Arizona University).

• Universities have a variety of structure for distance learning including centralized and decentralized decision-making or a combination of both (University of Iowa).


Online Collections

• Libraries are – Purchasing as much as possible in electronic

formats (Michigan State University).– Eliminating print and monograph collections. For

the past five years, they have purchased only electronic resources (NAU).


Recommendations for Action

Phase 1:– Provide equitable service for all students,

regardless of location. – Identify basic services for “DE” (100% online

distance education) users.– Pilot usage with new cohort of 100% online

students. Track requests for articles and books during spring semester 2010, including usage and costs.


Recommendations for Action

Phase II.• Based on pilot usage, revise the estimated fee for services

for DE students.

• Consider developing support for document delivery on a wider scale.

• Develop a pilot program to assess, instruct and evaluate library instruction in online programs.

• Address lack of awareness and other issues uncovered by the Online Instructor’s Survey through newsletters, workshops, webinars, or tutorials.

• Raise profile of ASU Libraries in ASU Online Learning web pages and Blackboard.


Phase II

• Provide training to all subject librarians.

• Rewrite job description of subject librarians to incorporate support of ASU Online degree programs.

• Hire 1.0 FTE Instructional Designer to facilitate development of tutorials for online learning in information literacy. Provide software and hardware for quizzes and analytics so that library modules can be incorporated easily into blackboard modules. Evaluate equipment/software needed to allow for growth in online services.

• Plan for online growth in database licenses

• Consolidate institutional and ARL information on copyright for online instructors.

• Explore eCommunity function and other options in Blackboard as a repository and assessment tool for library tutorials.

• Continue to communicate with Online Instructional Designers, Deans, and Department heads involved in online learning


Phase II Progress

• Project coordinator appointed to work with subject librarians in seven new programs coming online in fall 2010.


Training of subject librarians

• Blackboard 9• Quality Matters• Adobe Presenter• ScreenR• Webinars available through UOEEE on team

teaching, linking to materials, assessment


Rewrite librarians’ job descriptions

“In response to the launching of seven new ASU Online Programs in Fall 2010, this notice is to inform you that effective Monday, April 26, 2010 up to twenty-five percent of your time will be assigned to assist with development of the library components for the BA in Business Communication, you will be working with Leslee Shell in this development.”


Consolidate Copyright info


Explore options for repository and assessment tool


Library orientation for ASU Online


College of Liberal Arts and Sciences Boot Camp (90 instructors)


Library Minute for Online Planned


Library widget for Business Online Courses (Steve Salik)


Appendices are located:

west.asu.edu/lshell/OCLS/

Contact: [email protected]

Questions?



References

Allen, I. E., & Seaman, J. (2007). Online nation: Five years of growth in online learning. Needham, MA: Sloan Consortium. Retrieved from http://www.sloan-c.org.ezproxy1.lib.asu.edu/publications/survey /pdf/online_nation.pdf.

Anderson, R.E. (2008). Implications of the information and knowledge society for education In Voogt, J and Knezek, G (eds), International Handbook of Information Technology in Primary and Secondary Education, pp5-22.

Association of College and Research Libraries. (2008). Guidelines for distance learning library services. Chicago, IL: ACRL division of the American Library Association. Retrieved from http://www.ala.org.ezproxy1.lib.asu.edu/ala/mgrps/divs/acrl/standards/guidelinesdistancelearning.cfm.

Bradwell, P. (2009). The edgeless university: Why higher education must embrace technology. London: Demos. Retrieved from http://www.demos.co.uk/publications/the-edgeless-university.

Jerabek, J. A., & McMain, L. M. (2002). The answer you get depends on who (and what) you ask: Involving stakeholders in needs assessments. Distance Learning Library Services: The Tenth Off-Campus Library Services Conference, 387.

Johnson, K., & Trabelsi, H. &. F. E. (2008). Library support for online learners: E-resources, e-services, and the human factors. In T. Anderson (Ed.), The theory and practice of online learning (Second Edition ed., pp. 397-418). Edmonton, AB: AU Press, Athabasca University. Retrieved from http://www.aupress.ca/index.php/books/120146.


References (continued)

Parsad, B., & Lewis, L. (2008). Distance education at degree-granting postsecondary institutions: 2006–07 No. NCES 2009044). Washington, DC: U.S. Department of Education; Institute of Education Statistics. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009044.

Ryckman, B., Long, V., & and Yedinak, E. (2009). Establishing a baseline: History, evolution and evaluation of grand valley state university's off-campus library services. Journal of Library Administration, 49, 75-88.

Steadham, S. V. (1980). Learning to select a needs assessment strategy. Training and Development Journal, 34(1), 56-61.

Taylor, L.H. (2008). Information Literacy in subject-specific vocabularies: a Path to critical thinking. College & Undergraduate Libraries, 15: 1, 141-158.

Thomsett-Scott, B., & May, F. (2009). How may we help you? online education faculty tell us what they need from libraries and librarians. Journal of Library Administration, 49(1), 111-135.

Veal, R., & Bennett, E. (2009). The virtual library liaison: A case study at an online university. Journal of Library Administration, 49(1), 161-170.

Documents

Leslee B. Shell, Jennifer Duvernay, Ann Dutton Ewbank, Phil Konomos, Allison Leaming, Ginny Sylvester - 14th Off-Campus Library Services Conference - April