Will Law Schools Go the Distance? An Annotated Bibliography on

HeinOnline -- 91 Law Libr. J. 655 1999

Will Law Schools Go the Distance?An Annotated Bibliography on Distance Education in Law*

Arturo Lopez Torres** and W. Clinton Sterling***

Distance education is clearly looming in the immediate future of the legalacademy and has the potential to revolutionize legal education. This short, yetcomprehensive, bibliography has been prepared to assist and inform lawlibrarians and legal educators about selective topics arising on the distancelegal education horizon.

Table of Contents

Introduction 656

Purpose and Scope 656

Methodology 657

Selection, Exclusion, and Presentation 658

Bibliography 659

Accreditation 659

Bibliographies 663

Copyright. 666

Law Schools 671

Library Services 677

Conferences, Special Editions, and Collections 677

Examples of Specific Programs 678

General Observations about Libraries and Distance Education 682

National or Nationwide Programs 685

Surveys and Accounts of Reports and Symposia, Etc 688

Author Index 691

* © Arturo L6pez Torres and W. Clinton Sterling, 1999.** Associate Professor and Director of the Law Library and Computing Center, Gonzaga University

School of Law, Spokane, Washington.*** Reference Librarian, Gonzaga University School of Law Library and Computing Center, Spokane,

Washington. The authors wish to thank Alex Himour, the research assistant for this project, whoseefforts are greatly appreciated. Special thanks go to the Gonzaga University School of Law andComputing Center staff for their overall assistance, patience, and support during the course of thisendeavor. Last, but certainly not least, we would like to express our appreciation to VIktoria Bruens,whose interlibrary loan efforts spanned the seemingly endless months that this project was beingactively researched.

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656 Law Library Journal

Introduction

[Vol. 91:4

Although distance education! is not a new phenomenon, the advent of multimedia courseware and the wide availability of Internet access has made the off-campus approach to teaching college and graduate level education more alluring.Correspondence courses and schools traditionally have been the approach used toteach students at a distance, relying on interlibrary loan and the public postal system. Now, however, in order to compete, postsecondary institutions are offeringbroader menus of pedagogical approaches. While traditional on-campus methodsmay still be preferred by young students getting their first degrees, distance education is becoming more accepted for students who are already in the workplaceand need a flexible program to meet their schedules. The approach is also usefulfor students who cannot afford to relocate or travel long distances to attend classes on campus.

The stigma that attached to old correspondence courses as second-rate education has not carried over to modern techniques. Current technology can allow forthe same quality programming as on-campus courses, with just as much timeliness. Consequently, many schools of higher education have integrated a distanceeducation component into their curriculum, with more and more establishing orexpanding their programs every year.

The exceptions to the movement so far seem to be the nation's lawschools, which have shown some reluctance to diversify their approaches toteaching law classes. The reluctance stems, at least in part, from concernsabout maintaining rigorous standards, interschool cooperation, methods ofpayment, and so on. Still, there has been some recent movement, with a fewexperimental and well-publicized courses being offered around the country.As those courses, and those to come, prove themselves, interest by law school'decision makers and governing boards wi11likely increase. Distance educationis therefore clearly looming in the immediate future of the legal educationestablishment and has the potential to revolutionize legal education. Thisshort but comprehensive bibliography has been prepared to help interestedparties in legal education inform themselves about certain aspects of distanceeducation.

Purpose and Scope

Since distance education has the potential to radically change the delivery oftraditional legal education, the purpose of this annotated bibliography was toreview the current literature and report the findings that purport to incorpo-

1. Distance education is a method of teaching students off-campus, at a distance, and with a flexibleschedule. To a large extent it requires self-study, but with the periodic guidance of an instructor whomthe student mayor may never meet face-to-face.


1999] Will Law Schools Go the Distance? 657

rate directly, indirectly, or by analogy certain aspects of distance educationthat are relevant to legal education today and perhaps in the future. Wesought to assemble a comprehensive bibliography that law school decisionmakers, law librarians, and classroom teachers could refer to for informationneeds that are not currently being met. We tried to stay faithful to our intended audiences.

A study of the initial search results indicated that our approach to the subjectwould have to be finessed. Since there was a dearth of sources linking distanceeducation to the law school experience, and since there was an overabundance ofsources on distance education in general, we quickly realized that it would bemore practical to focus on sources where the institutional interests of law schoolsand other institutions of higher learning came together. In other words, we decided to seek sources that offered information and experience analogous to the needsof a law school. This is especially true of the "Accreditation" and "LibraryServices" sections of the bibliography, where literature directly related to legaleducation is virtually nonexistent.

Beyond reducing the quantity of sources to a manageable level, we decided tofurther narrow the focus of the bibliography to areas in which we have someexpertise. We are both law librarians, and one of us is a law library administrator.Moreover, we strongly believe that as distance education unfolds in the UnitedStates, certain key issues will emerge that law school decision makers, law librarians, and classroom teachers must face. We hope that the five topics we haveselected represent some of the more challenging issues looming on the distancelegal education horizon. Included are sections on accreditation, copyright, andlibrary services in the distance education environment. The law school sectionlists references from the legal literature on current law school distance educationactivities. The other section consists of bibliographies, providing general information on distance education and references to materials outside the scope of thisbibliography.

Finally, the scope had to be narrowed to a relevant time frame. Although thetechnology that fuels contemporary distance education has been evolving for atleast two decades, it has really been in the 1990s that it has matured and come tobe accepted widely. Therefore, it was decided to focus on sources produced inthe 1990s as the experiences and information most contemporaneously relevant.The bibliography is current as of October 1998.

Methodology

Reviewing the literature required looking at traditional as well as online sources.However, we tried to stay consistent and concentrated on sources typically foundin most United States law school and university libraries. The sources consultedincluded: Index to Legal Periodicals, Legal Resources Index (electronic companion to Current Law Index), Library Literature, Bibliography Index, Education


658 Law Library Journal [Vol. 91:4

Index, UnCover,2 EBSCOhost database,3 OCLC's FirstSearch (general articlecitation databases), ERIC (Education Resources Information Center),4 Westlaw,and LEXIS-NEXIS.

Since Westlaw and LEXIS-NEXIS contain massive amounts of information,we decided to first conduct a search of their respective databases and libraries forthe term "education." The results helped us to identify the relevant databases andlibraries in which to conduct our searches. We then conducted two initial searches in Westlaw, LEXIS-NEXIS, and ERIC to gauge the availability of publishedmaterials in the area of distance education and to help define the parameters of thebibliography. First, a search was run using the key phrases "distance education"and "distance learning." The results were overwhelming. We narrowed the secondsearch by adding the words "law" or "legal" to the search. The result was virtually nil. Like Goldilocks sampling porridge, the first result was too hot, while thesecond was too cold. After the initial searches, we were able to define the parameters better and refine the scope of the bibliography-neither too hot nor toocold, but just right. Subsequently, each of the sources was searched at least fivetimes using predetermined key words and phrases. The key terms used included"distance education," "distance learning," "copyright," "accreditation or standard," "bibliography," "law or legal;' and "library role" or "library service." Ourbibliographic searches turned up several hundred items. Each was reviewed forthe necessary selection criteria. Additionally, references or articles cited by thesepieces were then checked for possible inclusion.

Selection, Exclusion, and Presentation

As noted earlier, items selected for this bibliography must have been publishedsince 1990 and fit into one of the five selected topics. Moreover, we included references only to English language sources that are readily accessible or indexedthrough typical United States sources found in most law school and universitylibraries. The availability of the publication to United States law school librarieswas a primary concern. Although conferences, workshops, and meeting handoutsoften are useful, these types of materials were excluded due to their ephemeralnature. Additionally, we excluded nonlegal newspaper accounts and items discussing other than four-year postsecondary institutions. Sources on technologicalaspects of distance education were also excluded because of the lack of expertiseon our part.

For presentation of our results we chose, for two reasons, to uniquely enumerate each of the 138 annotations, as opposed to enumerating them separately

-2. A citation database and document delivery service that contains records describing journals and their

contents, including tables of contents for more than 10,000 recent journals.3. A database providing abstracts and indexing for over 3,200 scholarly journals covering education and

other related subjects.4. A comprehensive index coveringjoumal articles and unpublished documents in the field of education.



within each of the five sections. This allows for simpler cross-referencing betweenthe annotations, and it makes the alphabetical author index easier to use for thereader. Within four of the sections, the annotations are presented alphabetically byauthor. In the "Library Services" section, the annotations are presented alphabetically by author within each of the five subsections.

It is our hope that this format will facilitate two methods of entry into the bibliography. On the one hand, the reader can open the bibliography to the section ofchoice and proceed to read through the annotations in order. On the other hand, ifthe reader is already interested in a particular author, reference to the index willquickly lead by entry number to all entries for that author's work.

Finally, although we have aimed for comprehensiveness, it is possible that wehave inadvertently overlooked some excellent pieces, and for that we apologize inadvance. Readers are invited to call to our attention any relevant work for possibleinclusion in a future update. Readers should also treat this bibliography as a starting point and are invited to read the text of any items of interest for themselves.

Bibliography

Accreditation

The Association of College and Research Libraries adopted the ACRL Guidelinesfor Extended Campus Library Services in 1989, outlining the standards for measuring non-law-library services in distance education programs. The ACRLGuidelines have been incorporated or adopted by many of the regiorial accrediting agencies. In July 1998, the 1989 Guidelines were superseded by the ACRLGuidelines for Distance Learning Library Services. These revised Guidelines takeinto account the technological advances made in distance education since 1990.Unless otherwise indicated, all items included in this section are referring to the1989 ACRL Guidelines.

The few annotations relating to accreditation of distance education in lawschools are included in the "Law Schools" section. Therefore, the seventeen annotations in this section focus solely on the accreditation of off-campus library services in non-law libraries. It is hoped that the works listed in this section provideperspective and identify some of the accreditation issues that may surface as distance education evolves in the nation's law schools.

1. ACRL Distance Learning Section Guidelines Committee, "ACRLGuidelines for Distance Learning Library Services," College & ResearchLibraries News 59 (1998): 689-94. [Also available on ACRL Web site.s]

Approved by the ACRL Board of Directors at the 1998 ALA Midwinter Meeting

50 Ass'o of College & Research Libraries, ACRL Guidelines for Distance Learning Library Services(visited July 29, 1999) <http://wwwoala.orglacrllguidesldistlrng.htrnl>o



and by the ALA Standards Committee at the 1998 Annual Conference, this is arevamping of the 1989 ACRL Guidelines (see entry no. 2) designed to keep pacewith the growing role of distance education and the ramifications of technological advances.

2. Association of College and Research Libraries, Task Force to Review theGuidelines for Extended Campus Library Services, "ACRL Guidelines forExtended Campus Library Services," College & Research Libraries News51 (1990): 353-55.

The ACRL Guidelines were approved by the American Library Association in1989 and have been extensively cited in the library literature. The Guidelines aredirected to library staff, extended campus faculty, administrators, and accrediting and licensing agencies. These have been superseded by the ACRL Guidelinesfor Distance Learning Library Services approved in July 1998 (see entry no. 1).

3. Bostian, Rebecca, and Linda Frynk, "Satisfying AccreditationRequirements in Lean Times." In The Sixth Off-Campus Library ServicesConference Proceedings: Kansas City, Missouri, October 6-8,1993, editedby Carol J. Jacob, 35-45. Mount Pleasant, Mich.: Central MichiganUniversity Press, 1993.

A case is made on how it is possible to satisfy accreditation requirements by following the ACRL Guidelines.

4. Bradburn, Frances Bryant, and Kenneth E. Marks, "Off-Campus LibraryServices and the Accreditation Process." In The Fifth Off-Campus LibraryServices Conference Proceedings: Albuquerque, New Mexico, October3D-November 1, 1991, edited by Carol J. Jacob, 39-44. Mount Pleasant,Mich.: Central Michigan University Press, 1994.

Having experienced the preparation for and the visit of two different accreditingagencies, the authors compare and contrast the differences in accreditationrequirements for off-campus library services.

5. Crow, Steven D., "Distance Learning Challenges for InstitutionalAccreditation," NCA Quarterly 69 (1995): 354-58.

Recognizing the need to revise and update traditional accreditation criteria totake into account distance education programs, the author suggests ways to doit without compromising the current accreditation schemes currently in place.While doing so, he offers a "list of good practices" in distance education thatshould be considered or incorporated in the accreditation process.

6. Garten, Edward D., "Reflections on Recent Changes in RegionalAccreditation with a Focus on the Assessment of Off-Campus Delivery ofServices in Light of Emerging Informational and Scholarly Technologies."In The Fifth Off-Campus Library Services Conference Proceedings:Albuquerque, New Mexico, October 3D-November 1,1991, edited by CarolJ. Jacob, 115-17. Mount Pleasant, Mich.: Central Michigan UniversityPress, 1991.



This is a discussion of recent changes in accreditation standards for off-campuslibrary programs in light of emerging technologies. The author suggests that theself-study process should be viewed with these technologies in mind and howthey relate to the mission of the institution.

7. Garten, Edward D., ed., The Challenges and Practices of AcademicAccreditation: A Sourcebookfor Library Administrators. Westport, Conn.:Greenwood Press, 1994. 281p.

The book is aimed at providing information to librarians and other administrators on the contemporary issues surrounding accreditation agencies in light ofthe present technology-driven environment. The book consists of eighteen chapters, divided into five parts, all dealing with some aspect of accreditation.Among the general topics, part three discusses issues of off-campus library services and distance education and their relationship to accreditation. Part fourincludes the then-existing standards of the six regional accrediting bodies, plusfifty other associations involved in accrediting library and other informationtype units. Other parts of the book include ''The Challenges of Accreditation"and "The Practice ofAccreditation." The book concludes with an extensive bibliographic essay on libraries and accreditation. A short glossary of commonlyused accreditation terms is included.

8. Garten, Edward D., and Cynthia Hartwell, "Adversaries or Colleagues? TheNontraditional Entrepreneurial University and the Challenges Posed toLibrary Administrators," Library Administration and Management 8(1994): 87-95.

The nontraditional distance education model offered by the University ofPhoenix as an entrepreneurial university is discussed from the perspective of thechallenges posed by libraries, including the related accreditation issues. Thissection briefly highlights the accreditation requirements for library services bya few of the regional accreditation agencies.

9. Gilmer, Lois C., "Accreditation of Off-Campus Library Services:Comparative Study of the Regional Accreditation Agencies." In TheSeventh Off-Campus Library Services Conference Proceedings, October25-27, 1995, San Diego, California, edited by Carol J. Jacob, 101-10.Mount Pleasant, Mich.: Central Michigan University Press, 1995.

The author compared the 1989 and 1994 regional accreditation agencies'accreditation standards used for off-campus library services. She foundthat all regional accrediting agencies had revised their standards relatingto off-campus library services to reflect the more up-to-date higher education environment. To varying degrees, all standards rely on the ACRLGuidelines.

10. Guidelines for Library Support ofDistance Education in Canada. Ottawa:Canadian Association of College and University Libraries, 1993. 14p.(Occasional Paper Series No.8.)

Developed by a committee of the Library Services for Distance LearningInterest Group of the Canadian Library Association (CLA), the guidelines are



intended to help provide consistency to Canadian distance education programs.They have been endorsed by both the Canadian Association of College andUniversity Libraries and the CLA. Among the sections included areAdministration, Personnel, Philosophy, Resources, and Services. The publication also includes a page of references.

11. Jackson, Paul H., "When the Gun Is at Your Head: Responding to anAccreditationAssociation's Concerns aboutYour External Degree Program."In The Sixth Off-Campus Library Services Conference Proceedings: KansasCity, Missouri, October 6-8, 1993, edited by Carol J. Jacob, 97-107. MountPleasant, Mich.: Central Michigan University Press, 1993.

The author recounts his personal experiences and responses to a focused visit ofhis institution by an accrediting body for the specific purpose of disaccreditingcertain off-campus programs. He focuses on the library's response by detailing thehistory of the problem, the research and self-study conducted, the findings, theassessment, and the plan developed to address the accrediting agency's concerns.

12. LaBrake-Harrison, Lynn, "Extended Campus Library Services: Guidelinesor Standards?" Library Trends 39 (1991): 375-87.

This piece reveals some of the history and philosophy behind the developmentof the 1989 ACRL Guidelines. Topics covered include the process of review,some of the issues raised during this process, and why the ACRL Guidelinesremain guidelines and not standards.

13. Leach, Ronald G., "Academic Library Change: The Role of RegionalAccreditation," Journal ofAcademic Librarianship 18 (1992): 288-91.

Examines a sample of forty North Central Association of Colleges and Schoolsinstitutions to determine the extent to which technology changed their libraries asreflected in the self-studies and in the visiting team's accreditation reports. Thestudy had three objectives: (1) the extent of libraries reporting changes; (2) thedegree to which the accreditation standards encouraged change; and (3) the extentto which the evaluation team reports showed evidence of a need for these changes.

14. Lenn, Marjorie Peace, ed., Distance Learning andAccreditation. ERIC: ED342379. Professional Development Series. Washington, D.C.: ProfessionalDevelopment Committee, Council on Postsecondary Accreditation, 1991.40p.

This monograph was the result of a spring 1991 professional development program, "Distance Learning and Accreditation," sponsored by the Council onPostsecondary Accreditation, which was designed to review accreditation practices by the accrediting bodies and state authorizing agencies. The monographcontains a keynote address and six papers, all of which focus on distance education and accreditation from an accreditor's perspective. The titles include"Distance Learning and Accreditation," ''Distance Learning: Implications forAccreditation," "Distance Learning and Issues of Educational Quality,"'~ccreditation and Authorization Issues," "The Impact of Distance Learning onthe Process of Accreditation," and "Distance Learning Issues from tllePerspectives of a State Authorization Agency." Finally, it concludes with a short



piece on what distance education means to educators and accreditation:"Distance Learning and the Implications for Accrediting Bodies andAccreditation."

15. Simmons, Howard L., "Accreditation Expectations for Library Support ofOff-Campus Programs," Library Trends 39 (Spring 1991): 388-404.

Among other things, the author identifies and discusses some of the issues related to providing library services to distance education programs in the context ofthe accreditation process and the standards of the six regional accrediting bodies. The recurring theme in the article is the author's insistence on accessibilityof library services and the need for library instructional programs. The authorconcludes by listing recommendations for assessing distance education libraryresources.

16. Slade, Alexander L., and Marie A. Kascus, Library Services for OffCampus and Distance Education: The Second Annotated Bibliography.Englewood, Colo.: Libraries Unlimited, 1996. 239p.

The eighteen entries in chapter five, "Guidelines and Standards," pertain to thedevelopment and use of published guidelines, the need for or the implementation of standards, and matters concerning accreditation and licensure.

17. Williams, Delmus, "Accreditation and the Academic Library," LibraryAdministration & Management 7 (1993): 31-37.

While providing an overview of the purpose and types of accreditation in general, the article eventually focuses on accreditation in academic libraries. Theauthor comments on what accreditation is not likely to accomplish, and offers afew suggestions on how to get the most out of accreditation, what the library andthe university can expect from the process, and how the accreditation processmight best be used to improve the university and its library.

Bibliographies

The eleven distance education bibliographies in this section are intended to provide perspective as to the depth of the nonlegal literature. The entries provide awell-rounded representation of the current review of the existing body of distanceeducation literature. In addition, the annotations provide references for thoseinterested in areas outside the scope of this bibliography.

18. Connick, George P., comp., The Bibliography of Distance Education:Associations, Periodicals, and Electronic Sources. Portland, Maine:Distance Education Publications, 1996. 29p.

This appears to be an extension of the Distance Education and TechnologyNewsletter. Apparently the listings in this bibliography have all appeared in theNewsletter. According to the compiler, the bibliography is published and updated annually. However, a search of OCLC found only three editions: 1993, 1995,and the reviewed 1996 edition.

19. Donahue, Stacey, "Programs and Resources in Distance Education,"American Society for Information Science 47 (1996): 870-74.



This short piece presents brief profiles of several distance education programs,World Wide Web sites, and a short bibliography on distance education.

20. Hanson, Dan, et al., Distance Education: Review of the Literature. 2d ed.Washington, D.C., and Ames, Iowa: Association for EducationalCommunications and Technology and Research Institute for Studies inEducation, 1997. 61p.

Bringing the first edition up to date, this book gives a brief but comprehensiveoverview of the currently available literature on distance education, covering aten-year period from the mid-1980s to the mid-1990s. The three chapters provide a historical perspective, summaries of the major theories, and a discussionof current operational issues associated with distance education. The appendixconsists of a selected bibliography of the distance education literature.

21. Latham, Sheila, Alexander L. Slade, and Carol Budnick, Library Servicesfor Off-Campus and Distance Education: An Annotated Bibliography.Ottawa, Ont.; Chicago: Canadian Library Association and AmericanLibrary Association, 1991. 249p.

This work gathers over 535 annotations of items produced between 1930 andearly 1990 that concern library support for distance education in a higher education setting. The annotations are divided into fourteen chapters, including"Bibliographies," "Role of Libraries in Distance Education," "Guidelines andStandards," and "Organization and Planning." Although most publications citedpredate 1990, this work nevertheless provides comprehensive coverage for thetime period covered and should be consulted for materials that were publishedbefore 1990. Updated by a second edition published in 1996 (see entry no. 27).

22. Maddux, Cleborne D., Distance Education: A Selected Bibliography.Englewood Cliffs, N.J.: Educational Technology Publications, 1992. 71leaves. (Educational Technology Selected Bibliography Series.)

This unannotated bibliography contains over 500 entries, although referencesappear in more than one category. The bibliography was prepared primarily fordistance education educators. Many of the articles are from the late 1980s andearly 1990s and are organized into six categories: "General Articles," "Problemsand Cautions;' "Research," "Project Descriptions: United States," "ProjectDescriptions: International Applications," and "Issues and Trends."

23. Maxwell, Leigh, Chris Richter, and Thomas McCain, Graduate DistanceEducation: A Review and Synthesis of the Research Literature. ERIC: ED387118. 23p. Paper prepared for the 45th Annual Conference of theInternational Communication Association, Instructional and DevelopmentalCommunication Division, Albuquerque, New Mexico, May 1995.

This review of the literature found that most graduate courses offered throughdistance education are professional in nature rather than research oriented. Thecritical components of distance education offered at the graduate level includesupervision of research, access to library, and face-to-face interaction with faculty and peers. The most common media used for graduate distance education



were video and audio teleconferencing, Internet, and text-based materials.References are included.

24. Mood, Terry Ann, Distance Education: An Annotated Bibliography.Englewood, Colo.: Libraries Unlimited, 1995. 202p.

Each of the seven chapters begin with a discussion of major trends incorporatedinto a bibliographic essay. The three hundred or so entries contain comprehensive annotations. However, many of the items included were published between1926 and 1980, and a few originate from Australia, United Kingdom, andSweden. Journal articles are excluded, but included are trade and universitypress books, research reports, conference proceedings, ERIC documents, andnumerous theses and dissertations. The author index and appendixes are outstanding. The latter contain listings of thirteen distance education journals,online discussion groups, and online journals.

25. Moore, Michael G., and Melody M. Thompson, The Effect of DistanceLearning: A Summary of Literature. University Park, Pa.: American Centerfor the Study ofDistance Education, 1991. 74p. (Research Monograph No.2)

This paper reviews the literature of the 1980s that pertains to the student andteacher achievements and attitudes, course design, curriculum issues, cost,administration and organization, and policy making in education. The mainfocus is on interactive telecommunications media as it applies to higher education and continuing education, among other areas. An annotated bibliography isincluded.

26. Schlosser, Charles A., and Mary L. Anderson, Distance Education: Reviewofthe Literature. ERIC: ED 382159. Ames, Iowa: Iowa Distance Education

Alliance, Iowa State University, and Research Institute for Studies and

Education, 1994. 71p.This piece is updated by the 1997 second edition (see entry no. 20). The 357 references provide a comprehensive review of the literature on distance educationup to the early 1990s. The first section provides a historical perspective, definitions, and a synthesis of existing theories and theoretical framework for distanceeducation. The second section offers summaries of a cross section of all researchdealing with distance education. Operational issues, such as management,administration, programming, personnel, and the like are discussed in the thirdsection. Summaries and references are included at the end of each section.

27. Slade, Alexander L., and Marie A. Kascus, Library Services for OffCampus and Distance Education: The Second Annotated Bibliography. 2d

ed. Englewood, Colo.: Libraries Unlimited, 1996. 239p.Supplementing the authors' 1991 work (see entry no. 21), the bibliography's fifteen chapters contain annotations to 518 articles, papers, reports, book chapters,theses, and dissertations, most published after 1990. Chapters include, "Role ofLibraries in Distance Education and Open Learning," "Guidelines andStandards," and "Organization and Planning." The entries in the final two chapters, "Library Surveys" and "Library Case Studies," are arranged by the countryof origin.



28. Stephens, Kate, "The Role of the Library in Distance Learning: A ReviewofUK, North America, and Australian Literature," New Review ofAcademicLibrarianship 2 (1996): 205-34.

A survey of common themes and concerns in the literature on off-campus anddistance education library services for higher education in the United Kingdom,United States, Canada, and Australia. Common themes include marketing adultcontinuing education, problems of library access, absence of librarians in courseand curriculum planning, reliance of students on public libraries, inadequatebibliographic instruction, and information about library resources. Little mention of emerging technological trends and the role of electronic media in meeting old and new challenges.

Copyright

Under the Copyright Act of 1976, a major issue is determining what is fair use ofcopyrighted materials, especially with respect to distance education. This sectioncontains a total of twenty-eight annotations that examine copyright from a distance education perspective. More than 90 percent of the pieces in this bibliography were published before the Conference on Fair Use (CONFU) issued its proposed Guidelines for Distance Learning6 in December 1996. Many of the itemsbelow recognize the need to revamp the Copyright Act of 1976 to take intoaccount the growing role of technology in today's educational environment, andthe proposed CONFU Guidelines are intended to address the use of copyrightedworks in the emerging distance education climate.

29. Bender, Ivan R., "The Copyright Side of Distance Learning," TechTrends38 (January/February 1993): 15.

This one-page essay contains brief highlights of a few of the issues and challenges faced by educators involved in providing distance education courses.

30. Bender, Ivan R., "A Matter of Respect: Copyright Law and NewTechnology," Technos 2 (Fall 1993): 24-26.

This pre-CONFU piece attempts to guide the reader toward complying with tlleCopyright Act of 1976. Briefly, topics covered include rights of tlte copyrightholder, challenges from distance education, fair use guidelines, and etltical andmoral responsibilities of educators regarding copyright law.

31. Bielefield, Arlene, and Lawrence Cheeseman, Technology and CopyrightLaw: A Guidebook for the Library, Research, and Teaching Professionals.New York: Neal-Schuman, 1997. 213p.

Part ill of this book, "Beyond Four Walls," contains "Distance Learning,Technology, and Copyright," a four-page chapter presented in tlte form of frequently asked questions that outline which copyright permissions are needed in

6. The full text of the Guidelines for Distance Learning is available from <http://wwwl.uspto.gov/web/offices/dcomlolialconfulappendix.htm#i>.



a distance education project and when they are needed. The CONFU Guidelinesare included as an appendix to the chapter.

32. Boddie, Needham J., n, et al., "A Review of Copyright and the Internet,"

Campbell Law Review 20 (1998): 193-272.The authors address and offer solutions to selective copyright issues arisingfrom the emergence of new technology, specifically the Internet. One of the sections discusses all of the proposed CONFU Guidelines, including a brief discussion of those guides pertaining to distance education. This short sectionreports on the application of the guidelines and when permission is requiredunder the guidelines. Basically, the CONFU Guidelines permit teachers whomeet specified conditions to display copyrighted works as if they were engagedin face-to-face instruction.

33. Bruwelheide, Janis R., "Copyright and Distance Education," LibraryAcquisitions: Practice and Theory 21 (Spring 1997): 41-52.

Published prior to the release of the CONFU Guidelines, this article focuses onthe shortcomings of the Copyright Act of 1976 with respect to distance education. Nevertheless, it serves as a good source for the copyright-related issues andconcerns of those involved in distance education. It also presents suggestionsand higWights resources available to assist with copyright issues. The appendixcontains listings of copyright resources and a short selective bibliography.

34. Bruwelheide, Janis H., "Copyright: Opportunities and Restrictions for the

Teleinstructor," New Directions for Teaching and Learning 71 (1997):

95-101.This article is another example of a pre-CONFU attempt to offer copyright guidance to distance education teachers. Most of the author's concerns have beenaddressed with the subsequent release of the CONFU Guidelines.

35. Bruwelheide, Janis R., The Copyright Primer for Librarians andEducators. 2d ed. Chicago and Washington, D.C.: American Library

Association and National Education Association, 1995. 151p.Using a question-and-answer format, this piece provides guidance on copyrightquestions and distance education concerns most commonly encountered bylibraries and educational institutions.

36. Bruwelheide, Janis H., "Distance Education: Copyright Issues." In DistanceEducation: Strategies and Tools, edited by Barry Willis, 233-47.

Englewood Cliffs, N.J.: Educational Technology Publications, 1994.Specific sections of the CopyrightAct of 1976 and accompanying guidelines relevant to distance education are highlighted. The chapter contents include anoverview of the Copyright Act and accompanying guidelines, public performance versus classroom application, photocopy issues, new technology andvideo concerns, copyright policy and personnel training, tips for avoiding difficulty, and sources of information.

37. Bruwelheide, Janis H., "Myths and Misperceptions from Perspectives of

Education and Copyright Owners." In Growing Pains: Adopting Copyright



for Libraries, Education, and Society, edited by Laura N. Gasaway,287-314. Littleton, Colo.: Fred B. Rothman and Co., 1997.

In this discussion of the copyright laws that are pertinent to education, including distance education, the author articulates and exposes common myths andmisconceptions held by many educators and copyright owners. Finally, shemakes suggestions that should be considered by both sides-copyright users andholders.

38. Colyer, Anita, "Copyright Law, the Internet and Distance Education,"American Journal ofDistance Education 11, no. 3 (1997): 41-57.

The article is a guide to copyright and intellectual property issues in the electronic environment. The author presents a brief overview of copyright law andexamines case studies and recent litigation in an attempt to classify issues related to fair use and other aspects of copyright law. The question-and-answer section attempts to identify and resolve some of the copyright issues that typicallyarise from online courses, including distance education.

39. "Copyright Issues Related to Distance Education and MultimediaDevelopment" <http://www.lib.siu.edulregionallcopyright.html>.

This Web site is maintained by the Southern lllinois University Regional Centerfor Distance Learning and Multimedia Development. The eleven copyright siteslisted are intended to be used as tools by developers of materials for distanceeducation. The links are organized under four major headings: GeneralCopyright Information, Distance Education, Multimedia Issues, and ElectronicReserves. The Distance Education section contains two sites, a paper byKenneth Crews explaining the copyright issues that face distance educators (seeentry no. 41), and the University of North Carolina-Greensboro's page, containing links to guidelines for classroom copying, multimedia, and other specialissues in distance education.

40. Crews, Kenneth D., "Copyright and Distance Education: Displays,Performances, and the Limitations of Current Laws." In Growing Pains:Adopting Copyright for Libraries, Education, and Society, edited by LauraN. Gasaway, 377-94. Littleton, Colo.: Fred B. Rothman and Co, 1997.

This is a discussion of the exceptions to section 110 of the Copyright Act of1976, especially the allowance of broadcasts or performances as substitutes forface-to-face teaching in distance education settings. The author also highlightsalternatives and options available to educators who seek to use copyright-protected materials. Finally, he outlines the current copyright law's shortcomingsfor meeting distance education needs and proposes areas of the Copyright Actthat need revision.

41. Crews, Kenneth D., "Copyright and Distance Education: Lawful Uses ofProtected Works" <http://www.ihets.org/distance_ed/ipse/fdhandbook!copyrt.html>.

This pre-CONFU Guidelines paper explains section 110 of the Copyright Act of1976, which specifically addresses the use of copyrighted works in the conductof "distance learning" instruction.



42. Dalziel, Chris, "Copyright, Fair Use, and the Information Superhighway,"Community College Journal 67 (August-September 1996): 23-27.

This article reports on the work of the CONFU, and reviews the concerns of theinformation users and producers and requirements for maintaining fair use ofmaterials. It provides suggested guidelines for distance education.

43. Dalziel, Chris, "Fair Use Guidelines for Distance Education," TechTrends40 (October 1995): 6-8.

This short piece is basically a call for the development and update of theCONFU Guidelines to take into account technology in the classroom, somethingnot contemplated in the Copyright Act of 1976.

44. Douvanis, Gus, "Copyright Law and Distance Learning Technology: FairUse in Far Classrooms," International Journal of Instructional Media 24(1997): 299-304.

This is an examination of some of the copyright issues that should be consideredbefore an educational institution takes on distance education, in particular, howthe fair use provision in the Copyright Act of 19767 and the ClassroomGUidelines8 apply to the educational setting.

45. Gasaway, Laura N., "Copyright: A Challenge to Distance Learning-PartI," Information Outlook 2 (October 1998): 43.

Part I, a one-page column, discusses copyright problems related to distance education and evaluates proposed solutions. In doing so, it reviews the classroomexemption of the 1976 CopyrightAct9 and points out its limitations in a distanceeducation environment. According to the author, the only solution to thispredicament is to amend the Copyright Act to make it clear that distance education is the modern equivalent of face-to-face instruction. Part II highlights problems relating to Internet delivery of course materials (see entry no. 46).

46. Gasaway, Laura N., "Copyright: A Challenge to Distance Learning-PartII:' Information Outlook 2 (November 1998): 15.

This one-page piece is a continuation of the author's earlier article (see entry no.45). She asserts that delivery of course materials over the Internet for distanceeducation is problematic, raising serious copyright issues. She briefly exploresthe limitations of delivery of copyrighted course materials.

47. Gasaway, Laura N., "Universities, Libraries and Fair Use in the DigitalAge," Acquisition Librarian 15 (1996): 69-87.

The author provides a summary and review of how the current copyright lawworks, or in many cases, does not work, in the present digital information environment. The article contains four sections, not including the introduction andconclusion, with distance education discussed under "University Teaching and

7. 17 U.S.C. § 107 (1994).8. Agreement on Guidelines for Classroom Copying in Non-For-Profit Educational Institutions, in H.

RPT. No. 94-1476, at 68-70 (1976), reprinted in 1976 U.S.C.C.A.N. 5659, 5681-83.9. 17 U.S.C. § 110 (1994).



the Digital Environment." Gasaway contends that the present copyright strategyscheme unduly restricts distance education.

48. Harney, John 0., and Jennifer Richards, "Copyright and the Virtual

Classroom," Connection: New England's Journal of Higher Education &Economic Development 47, no. 3 (1996): 47-48.

This short essay discusses the need to regulate the use of distance educationmaterials to avoid violation of copyright laws, especially in light of the emergence of the virtual classroom.

49. Holcomb, Terry, and Mark Mortensen, "From Atoms to Bits: Suggested

Readings on the Road from Traditional to Digital Copyright," TechTrends42 (Apri1/May 1997): 10-12.

This three-page column is aimed at helping educators better understand intellectual property guidelines by providing more than thirty well-annotated sourcesof information. The first section provides a listing of general copyright and fairuse materials, while the second aims directly at distance education concerns.

50. Patterson, L. Ray, "Regents Guide to Understanding Copyright andEducational Fair Use," Journal ofIntellectual Property 5 (1997): 243-305.

The "Guide" of the Regents of the University System of Georgia is believed tobe the most comprehensive statement on copyright and education fair use everadopted by a major university system. This comment thoroughly discusses andexplains all aspects of fair use, including situations involving distance education. Part II, "Examples Illustrating the Application of Fair Use," consists ofquestions and answers based on typically encountered classroom scenarios.

51. Pisacreta, Edward A., "Distance Learning and Intellectual Property

Protection," Educational Technology 33 (Apri11993): 42-44.This brief review of the Copyright Act of 1976 in an educational setting offersadvice on avoiding copyright infringement in a pre-CONFU Guidelines environment. The author briefly discusses how fair use applies to both traditionalclassrooms and distance education situations, noting that one of the best waysfor educational institutions to avoid copyright infringement is by creating policies that address potential copyright concerns.

52. Salomon, Kenneth D., ''A Primer on Distance Education and IntellectualProperty Issues," Educational Law Reporter 96 (1995): 305-13.

This is a good starting piece that briefly reviews the intellectual property issuesinvolved in distance education. Essentially, the author highlights the principalintellectual property issues that are likely to surface when transmitting and distributing educational programming through some form of telecommunication.He also suggests steps that educational institutions can take to prevent copyrightliability in a distance education setting.

53. Salomon, Kenneth D., and Michael Pierce, "Copyright Law and theInformation Superhighway," Education Law Reporter (1994): 315-26.

With the proposed National Information Infrastructure (NIl) in the background,the article briefly reviews the potential impact of the NIl on existing copyright



laws and summarizes the areas that are likely to be the subject of close scrutiny.The impact on distance education is briefly discussed.

54. Stansbury, Ray, "Copyright and Distance Learning: A Balancing Act,"TechTrends 41 (November/December 1996): 9-11.

This short piece offers practical suggestions, in a question-and-answer fonnat,on typical copyright issues encountered by the classroom teacher offering distance education courses. The author also pleads for a balance between the rightsof educators to use and access the materials and the rights of authors over theircreative works.

55. Switzer, Jamie S., and Ralph V. Switzer, Jr., "Copyright Question: UsingAudiovisual Works in a Satellite-Delivered Program," T.H.E. Journal 22(May 1994): 76-79.

Using the Copyright Act of 1976 and its accompanying House Report,10 the solepurpose of this piece is to try to answer the following question: "Is it a violationto have that copyrighted audiovisual work, originally shown to class, now broadcast via satellite and carried on local cable system?" The authors conclude thatit may be a copyright violation under the Copyright Act of 1976, but go on toexplain why this shouldn't be the case.

56. U.S. Patent and Trademark Office. White House Information InfrastructureTask Force, "The Conference on Fair Use: An Interim Report to theCommissioner, U.S. Patent and Trademark Office." <http://www.uspto.gov/web/offices/dcom/olia/confu/report.htm>.

The much anticipated report contains guidelines for educators and studentsseeking to comply with the fair use doctrine in copyright law. Among otherthings, it also includes proposals dealing with the incorporation of copyrightworks of all kinds in distance education presentations. Under the proposedguidelines for distance education, most copyrighted works may be transmitted asingle time if all the recipients receive the material at the same time.

Law Schools

It was only in the spring of 1997 that the Accreditation Committee of the AmericanBar Association's Section of Legal Education and Admissions to the Bar approvedTemporary Distance Education Guidelines. l1 Consequently, unlike the nonlegal literature, the legal literature on distance education has yet to unfold in this country.Other countries such as the United Kingdom, Australia, and South Africa, however, have long embraced distance education. The following twenty-six annotationsrepresent the current state of the legal literature with respect to distance educationaround the world. This small yet nascent body of literature which has emerged in

10. H. RPr. No. 1476, supra note 8.11. See Section of Legal Educ. & Admissions to the Bar, Am. Bar Ass'n, Memorandum D9697-59:

Distance Education (May 6, 1997) <http://www.abanet.orgllegaled/distance.htrnl> (contains full textof Temporary Distance Education Guidelines).



the United States in the last couple ofyears unmistakably indicates a growing interest in distance education by the nation's law schools. We have tried to include allreferences to United States law school courses described in the general law schoolliterature that contain extended campus components of some sort.

57. Bynum, Charlotte, "The Role ofTechnology in Legal Education," New YorkState Bar Journal 70 (May/June 1998): 34-40.

While discussing the increased use of technology in law schools, the authorbriefly describes the ABA's distance education guidelines as being too facilitiesbased. In certain cases, she argues, the use of distance education is appropriateand should be encouraged.

58. Carmichael, John, "Voice Mail and the Telephone: A New Student SupportStrategy in the Teaching of Law by Distance Education," DistanceEducation 16, no. 1 (1995): 7-23.

The lack of software and hardware compatibility did not curtail this author'sresolve to teach law by distance in Australia. The use of voice mail in the distance education arsenal is thoroughly discussed, including benefits, pitfalls, andrecommendations.

59. Davis, Susan E., "Remote Learning by Leaps and Thmbles: To Teach inTwo Places at One Time, Two Law Schools Try Virtual Classrooms,"California Lawyer 16 (August 1996): 49-50, 60.

Professor Andrea Johnson's advance telecommunications law course (see entryno. 70)-taught at two different locations using videoconferencing, the Internet,and electronic casebooks-is briefly described and evaluated. The trial experience included a host of technologically related problems. For example, videoconferencing worked fine from one place to another place, but failed in transmission from a single point to many recipients. It also was very expensive. Thee-mail and listserv systems experienced software incompatibility and failureproblems. Johnson found that the control group-the class that went through thesame material without using video or Internet technology-was not significantly advantaged or disadvantaged because of not using technology. Johnson's conclusion was that technology does not diminish learning, but supplements it byproviding additional access to the teacher or subject. The author concedes thattechnology has not yet developed sufficiently to easily and effectively accommodate this type of educational experience.

60. English, Julie, "The LL. B. (Distance Learning) Degree ofNottingham LawSchool: The Student Perspective," Law Librarian 28 (1997): 207-10.

A former graduate's comments on the benefits and pitfalls of earning an LL.B.degree via distance learning through the Nottingham Law School's (England)Distance Learning Legal Practice Program. She describes the program and covers such topics as ''Deciding Where and How to Study;' "Distance LearningLL.B. Course," "Residential Weekends;' and "Learning Materials."

61. Gasaway, Laura N., "Distance Learning Survey," Syllabus 29 (Summer1998): 16.



This one-page account summarizes a survey conducted by the ABA's DistanceLearning Subcommittee of the Technology Committee in fall 1997. From the 43percent return rate, it is evident that only a few law schools are using distanceeducation to offer courses. Nevertheless, there are a number of individual courses that include some component of distance education, such as through the useof a listserv or a threaded discussion list. Most respondents were satisfied withthe ABA's Temporary Distance Education Guidelines. Based on the feedbackand the fact that law schools are not extensively using distance education, theTechnology Committee recommended that the ABA leave the TemporaryGuidelines unchanged and in effect.

62. Geist, Michael A., "Where Can You Go Today? The Computerization ofLegal Education from Workbooks to the Web," Harvard Journal ofLaw &Technology 11 (1997): 141-83.

In addition to tracing the role of computers in legal education, the author alsoexamines how legal education can use the Web to create new teaching tools toenrich legal education. In the "VIrtual Classes" section, Geist describes severalexamples of what he considers "long-distance learning," including Andrea

. Johnson's advance telecommunications law class (see entry no. 70), ScottTaylor's taxation in Indian country course (see entry no. 81), and the cyberlawcourses offered by Harvard-Stetson and Texas Tech.

63. Goldring, John, "Coping with the VIrtual Campus: Some Hints andOpportunities for Legal Education," Legal Education Review 6 (1995):91-116.

The author argues that teaching law through distance education may providemeaningful alternatives to traditional legal teaching in Australia. He outlines themerits and benefits of distance education in law in various ways, including student learning styles.

64. Goldring, John, "Distance Teaching in Law: Possibilities forCommonwealth Cooperation," Legal Education Review 2 (1990): 83-99.

In calling for the cooperation of the commonwealth countries to share resourcesand provide legal education opportunities through distance education, the authordescribes the Australian model for distance education in law.

65. Guneratne, Camena, Teaching Law Through Distance: The Sri LankanExperience. ERIC: ED 351931. 1992. IIp.

As a result of increased demands on traditional law training, this paper describesthe efforts of the Open University of Sri Lanka to make legal education morereadily available through distance education. The content of the four-year degreeprogram is described. The section on teaching methods describes a schedule oftwenty hours of face-to-face teaching and discussion for each course, materialsthat are utilized, and the use of audiocassettes of lectures. Also described are theevaluation methods of continuous assessment based on take-home assignments,open book exams during mid-tenns, and final closed book exams. Concludingsections reflect on problems and perspectives. The appendix lists the courses ineach of the four years of study.



66. Harbaugh, Joseph D., "Legal Education in 2010," Florida Bar Journal 71(May 1997): 57-63.

Among other things, the author, dean of the Nova Southeastern UniversityShepard Broad Law Center, predicts that traditional legal education will be augmented by distance education courses offered through compressed video and realtime computer transmissions. He notes that the NSU law faculty is considering thecreation of mini-courses taught by nonresident faculty through distance educationtechniques.

67. Hardy, Trotter, "Electronic Conference: The Report of an Experiment,"Harvard Journal ofLaw & Technology 6 (1993): 213-35.

The author describes a conference, comprised of about twenty law faculty andpracticing attorneys, conducted entirely by electronic mail in summer 1992. Thearticle summarizes the substantive results of the conference and assesses its success as a technological experiment. For example, several participants noted thepossibility of conducting a short law school course either entirely bye-mail orwith e-mail as a supplementary means of communication.

68. Huxley, Phil, "The LL.B. (Distance Learning) Degree of Nottingham LawSchool: Origin and Development," Law Librarian 28 (1997): 204-06.

The author, a member of the faculty of Nottingham Law School (England)Distance Learning Legal Practice Program, describes various aspects of the program specifically developed for the distance learner: the program's degree structure, assessment of students, staffing, student learning, success rates, and teaching. Based on the author's experience, the article is sprinkled with "do's anddon'ts" for developing distance education programs.

69. Johnson, Andrea L., "Distance Learning and Information Technology: Work-ing Towards an International Model:' LawlTechnology 30, no.4 (1997): 1-29.

Professor Johnson advocates the integration of information technology and distance education into legal education, among other areas. Section two providesan overview of information technology and the Internet, including electroniccourse materials. Section three discusses the global challenges of technology.Finally, the fourth section surveys what selected countries are doing in distanceeducation and their regulatory schemes. The author's introduction makes reference to a separate section that proposes a pedagogical framework for developing distance education programs. However, this section is not referenced in thearticle's table of contents nor does the text appear anywhere in the paper.

70. Johnson, Andrea L., "Distance Learning and Technology in LegalEducation: A 21st Century Experiment," Albany Law Journal of Scienceand Technology 7 (1997): 213-68.

The author explains the format and evaluation of her course, AdvancedTelecommunications Law, which used technology to link students in the classfrom two schools, Cleveland-Marshall College of Law and California WesternLaw School. Purportedly, this was the first distance education course taught at aU.S. law school and has been reported elsewhere (see entry no. 76). The authoralso provides several reasons why technology and distance education will beintegrated into legal education in the future, explains how to assess technology



and its use, and discusses curriculum considerations and recommendations toensure technology is used optimally, both pedagogically and technically.

71. Keeva, Steven, "Stars of the Classroom: Will Top Profs Who Instruct ViaInternet Dominate Teaching?" American Bar Association Journal 83(December 1997): 18-20.

Using the well-publicized copyright class taught by Peter Martin at three off-sitelocations as backdrop, the author highlights the issues emerging with the adventof distance education courses offered in law schools. The piece briefly notes theABA's reaction to this nascent phenomenon.

72. Leskovac, Helen, "Distance Learning in Legal Education: Implications ofFrame Relay Videoconferencing," Albany Law Journal of Science &Technology 8 (1998): 305-35.

The piece contains multiple parts that explore the relevancy of distance education technology and videoconferencing in today's legal education environment.The discussion reviews the application of distance education in law schools,describes the development of frame relay videoconferencing technology and itsapplication in legal education, and covers the application of the ABA'sTemporary Distance Education Guidelines.

73. "A Library for the Modern Law School: A Statement of Standards forUniversity Law Library Provisions of the United Kingdom-1997Revision," Legal Studies 17 (1997): 365-414.

This is a reprint of the first revisions of the Statement ofStandardsfor UniversityLaw Library Provision, first published in A Library for the Modem Law School(see entry no. 80). Basically the revisions update the comments found at the endof each of the statements of standards. Section 5, Franchising and DistanceEducation, remains unchanged from the previous version. A reprint of section 5appears as appendix A.

74. Macht, Joshua, "Prof. Gives Students Preview of Cyberspace: AndreaJohnson Teaches Her Law Class the Fine Points of Negotiating byVideoconference," National Law Journal 19 (September 2, 1996): BlO.

This article describes the negotiations components of Professor Johnson'sadvance telecommunications law course (see entry no. 70).

75. Meadows, Judy, "President's Briefing," AALL Spectrum 2 (December1997): 23-26.

This piece was prepared to help law librarians understand the implications ofdistance education. It provides a good overall introduction to distance educationand highlights several current issues, including copyright, technology, libraryrole, and other timely issues.

76. Myers, Ken, "Real Law in a VIrtual Classroom: San Diego and ClevelandJoin Up," National Law Journal 18 (January 29, 1996): A15.

The article describes the work of Professor Andrea L. Johnson, CaliforniaWestern School of Law, who simultaneously taught an advance telecommunications course at California Western and at Cleveland-Marshall Colleges of Law



by using videoconferencing, the Internet, and electronic casebooks (see entryno. 70). Students at Cal Western, the control group, were taught with standardteaching methods. Students in the same course at Cleveland-Marshall participated through videoconferencing and the Internet. Students at both locationscommunicated with each other via the Internet, then heard lectures and discussed the hypotheticals with each other through videoconferencing.

77. Nickell, Joe, "No Room at the Bar," Wired News (July 24, 1998)<http://www.wired.comlnews/news/cu1ture/story/13985.htm1>.

This is a description and discussion of a fully accredited law-degree programtaught entirely online through the University of London's Extension Program.The program allows students to take examinations and, if they score highenough, pass courses without actually attending classroom sessions. The program is run by a legal education company, London-based Semple, Piggot,Norrie, Aquino (now Semple Piggot Rochez).12

78. Reijntjes, J. M., "Open and Distance Learning in a New Europe," The LawTeacher 27 (1993): 163-77.

This piece begins by briefly describing the development and evaluation of distance education, followed by a discussion on teaching law through distance education. The author affirmatively answers the question, "Can law be taught at adistance?" He then proposes a European program on law that focuses exclusively on ECC materials instead of nation-specific courses.

79. Simpson, Moira J., "Distance Learning in Cyberspace," InternationalJournal ofLaw and Technology 4 (1996): 185-98.

The author reports on the initial attempts made by the University of Stathclydein Scotland to offer an LL.M. degree course in information technology law,using electronic communications as the sole method for course delivery and faculty-student communications.

80. Society of Public Teachers of Law, "A Library for the Modem Law School:Statement of Standards for University Law Library Provisions in Englandand Wales," Law Librarian 27 (March 1996): 29-35.

This article presents the standards prepared by the Society of Public Teachers ofLaw for academic law library use in England and Wales. The standards includea list of definitions and written comments. The standards cover all basic facetsof running and maintaining an academic law library, from management to collection services. Sections 5.1 and 5.2 address distance education. These standards were superseded by 1997 revisions (see entry no. 73).

81. Taylor, Scott A., "Teaching a Law Seminar Over the Internet," Journal ofInformation, Law and Technology 3 (September 30, 1996) <http://elj.warwick.ac.ukle1j1jilt!bileta/1996/3taylor>.

The author describes his e-mail seminar involving taxation in Indian Country

-12. For a full description and requirements of the program, see Semple Piggot Roclzez (visited Aug. I,

1999) <http://www.sppa.co.uk.>.



and the participation of students from various law schools in the United Statesand one in Canada.

82. Warner, Richard, Stephen D. Sowle, and Will Saddler, "Teaching Law withComputers," Rutgers Computer & Technology Law Journal 24 (1998):107-85.

In the context of presenting a practical pedagogical guide to computerizedinstruction in law schools, the authors briefly discuss the pros and cons of distance legal education in terms of the pedagogical principles involved in such aventure.

Library Services

The library plays an integral and maybe even decisive role in legal education andwill continue to do so with regard to distance education. Furthermore, in the realmof distance education, the library's role will expand beyond searching for andretrieving items. While the library will continue to be a forum for locating, evaluating, and distributing information, it will also function as the arena in whichprint and electronic sources meet and where student and teacher interact. Ideallythen, the role of librarian will expand to encompass not only traditional roles suchas bibliographic instruction and collection management, but also new ones intechnological assistance, input into course planning, and promotion of services.

This section lists fifty-six sources covering programs in ten countries, groupedby more specific subsections, expounding on the role of the library as distance education becomes more prominent and ubiquitous. Sources are grouped under thefollowing headings: Conferences, Special Editions, and Collections; Examples ofSpecific Programs; General Observations about Libraries and Distance Education;National or Nationwide Programs; Surveys and Accounts of Reports andSymposia, Etc. From our reading of the literature in this area several themesemerged, including: the need for parity between on-campus and off-campus libraryservices; the cooperation, collaboration, and coordination between faculty andlibrary staff in customizing distance education courses and syllabi; and the library'srole in research instruction and assistance for distance education students.

Conferences, Special Editions, and Collections

83. Off-Campus Library Services Conference Proceedings. Mt. Pleasant,Mich.: Central Michigan University Press. Irregular.

The Off-Campus Library Services Conferences are held periodically13 and aresponsored by the Central Michigan University Libraries and the CMU Collegeof Extended Learning. The conferences attract participants from North America

13. The following is a list of the conferences held during the time frame of this bibliography: fifthAlbuquerque, N. Mex., Oct. 3D-Nov. 1, 1991; sixth-Kansas City, Kans., Oct. 6-8, 1993; seventhSan Diego, Calif., Oct. 25-27, 1995; eighth-Providence, R.I.,April 22-24, 1998.



and around the world. The proceedings are collected in lengthy volumes(exceeding 300 pages in 1995), containing the texts of papers and presentationsaddressing the universe of issues related to off-campus library services (e.g.,advice on how to start a program, studies of student expectations to analysis ofparticular programs).

84. Snyder, Carolyn A, and James W. Fox, eds., Libraries and Other AcademicSupport Services for Distance Learning. Greenwich, Conn.: JAI Press,1997. 334p.

This collection of ten articles on various aspects of the library's involvement lmdrelationship to distance education includes a "Selected and AnnotatedBibliography:' as well as four appendixes. 1\vo articles of particular interest forthis topic are: ''Providing Library Support for Extended Learning Programs:' and"Library Support Models for Distance Education: The Australian Experience."

85. "Extended-Campus Libraries," Illinois Libraries 76 (Winter 1994): 1-54.Sponsored by the Chicago Area Extended-Campus Librarians, this issue isdevoted wholly to the subject of off-campus library services in lllinois. It presents more than twenty short articles on off-campus library services provided bydifferent universities within the state and also offers a short analysis of the ACRLGuidelines for Extended Campus Library Services.

Examples ofSpecific Programs

86. Abbott, Thomas, "Off-Campus Library Services Programs to EnhanceFaculty-Student Interaction and Student Personal Development for Studentsat a Distance." In DEOSNEWS (vol. 3, 1993) [database online]. Availablefrom <[email protected]>.

This piece describes the Off-Campus Library Service (OeLS) program of theCommunity College of Maine as a fulfillment of the study on the college studentmotivation and maturity by Alexander Astin and the Cooperative InstituteResearch Program. The OCLS program puts librarians in the "role of conduitand resource for students and faculty members:' thereby helping to keep studentmotivation at a maximum. The program has received national recognition.

87. Adams, Kate, Library Support for UNL Distance Learners. ERIC: ED399962. Lincoln, Nebr.: University of Nebraska-Lincoln, 1996.

The author discusses distance education strategies at the University ofNebraska-Lincoln, including background, current objectives, coordination, andpublicity efforts. The role oflibraries, which have the primary responsibility forproviding library services to distant students, is also discussed. Componentsinclude: remote access to electronic resources, a liaison librarian for referenceassistance and instruction, and delivery of materials to students, mainly throughinterlibrary loan.

88. Barsun, Rita, and Sherrill Weaver, "Veritable and Virtual Library Supportfor Graduate Distance Education in America's New Public University,"Indiana Libraries 14 (Winter 1995): 3-17.

This is an account of efforts to create distance graduate education programs at



branches of Indiana University, "America's New Public University;' with a focuson the new role for Indiana University Libraries. It presents as a blueprint forintra-institutional cooperation the Walden University-Indiana UniversityBloomington Model. Describing that model, the authors cover methods forinstilling information literacy among the students, achieving parity of compensation between institutions, and how the program is funded. Methods for adhering to the ACRL Guidelines at Walden are also enumerated.

89. Bazillion, Richard J., and Connie Braun, "Technology and Library UsersAutomation and Outreach: Library Services to Off-Campus Students,"Journal ofDistance Education 7 (Fall 1992): 67-75.

The article discusses the use by Brandon University (Canada) of BuCAT, a"Super Catalog" (online), to extend library services to students of off-campusand distance education courses. BuCAT, which also serves as a gateway to theresources of two other regional university libraries (Manitoba andSaskatchewan), is used as a method for teaching research skills to distant students. The library's role and the challenges it faces in providing research instruction are emphasized.

90. Brinkley, Monica, and Jack O'Farrell, "Delivery of Library Services toDistance Education Students: The BIBDEL Research Project at Dublin CityUniversity Library," Electronic Library 13 (1995): 539-46.

"BIBDEL: Libraries WithoutWalls" is a research project funded by the EuropeanUnion to identify methods by which the library needs of distant learners can bemet. This article discusses two experiments carried out at Dublin City UniversityLibrary, within the constraints of Irish technological infrastructure and budgets.The first sought to deliver library services directly to the home, and the second tolocal study centers or libraries. Results indicated the feasibility of both methods.A third experiment, on scanning materials for distant delivery, was shown to betechnically feasible but might be restricted due to Irish copyright law.

91. Carty, Joan, et al., "Towards a Strategy for Supporting Distance-LearningStudents Through Networked Access to Information: Issues and Challengesin Preparing to Support the Doctorate in Education," Education ForInformation 14 (1996): 305-16.

The authors offer a broad but detailed look at providing support for using distance education in pursuing a doctorate in education at the Open University inthe United Kingdom. Topics include Computer Networks, InstructionalMaterials, World Wide Web Service, and Staff Skills and Training.

92. Cavanaugh, Tony, and Bernadette Lingham, "Library Services for ExternalPostgraduate and Overseas Students," Distance Education 15, no. 1 (1994):112-27.

The article analyzes the costs and problems of providing library services to theexternal postgraduate and overseas students of Deakin University (Australia).Special consideration is given to library staff efforts needed to provide on-campus research assistance, as well as interlibrary loan and preparation of materialsfor shipment to overseas students. No consideration is given to electronic information access and delivery.



93. Chamberlain, Ellen, and Miriam E. Mitchell, "'BCK2SKOL': A NetworkedLearning Model Classroom," Education For Information 14 (1996):279-93.

"BCK2SKOL" was first offered in the spring of 1995 as an online course tomeet the needs of academic librarians in gaining the requisite skills and confidence necessary to participate in distance education courses. The focus was onworking librarians who might otherwise have been excluded from on-campustraining due to geographic, monetary, and scheduling constraints. Conductedfrom the University of South Carolina, the program's initial response broughtmore than 5,000 subscribers. This article evaluates the first BCK2SKOL program and the changes made to enhance its effectiveness after assessing strengthsand weaknesses. Particular lessons learned include: "Know your resources" (targeted toward librarians' professional judgment); "Know your technology" (theneed for a working relationship with technical staff); and "Keep communicationlines open" (feedback).

94. Edge, Sharon M., "Library Support for Distance Learning: The Universityof Louisville Experience," Kentucky Libraries 59 (Autumn 1995): 8-14.

The article discusses background and course descriptions, while focusing on thelibrary component of the distance education program at the University ofLouisville, Kentucky. The emphasis is on document and library access anddelivery ("library without walls"), including the use of multiple systems such aselectronic access (through e-mail) to catalog and reference services, World WideWeb, the Educational Resources Information Center (ERIC), shelf retrieval, andinterlibrary loan.

95. Johnson, William, "The Library Component of Distance Learning:Extended Campus Services," Texas Library Journal 72 (1996): 182-87.

The author analyzes the library use patterns at the Texas Tech Center in Junction,Texas, for the purpose of determining the level of interest in upgrading information services for courses offered at the Junction Center, in affiliation with theTexas Tech University Library in Lubbock, Texas. The analysis is based in parton a survey of the faculty at Junction Center to determine their receptivity toexpanding the information services in association with the Texas Tech UniversityLibrary. The article also offers a brief history of the university-affiliated campusat Junction and observations on getting the "Junction experience" started.

96. Korale, S. R., "Library Services for Distance Education: The Sri LankanExperience and Vision," Information Development 12 (1996): 113-16.

This article reviews the history and development of library services to the students of the Open University of Sri Lanka (OUSL). Stages of the developmentare critically examined. The author proposes that further development of distance education at OUSL will require integration of emerging information technology to meet future needs.

97. Lessin, Barton M., "Library Models for the Delivery of Support Services toOff-Campus Academic Programs," Library Trends 39 (1991): 405-23.

The author examines five library models for delivery of support services for dis-



tance education, selected for their usefulness in representing differing systemsor approaches. The five models are: Webster University, Missouri (providesintemationallibrary services); University of Maine and Community College ofMaine (statewide effort); Vermont State Colleges and Community College ofVermont (off-campus library support when on-campus library lacking);University of South Alabama (cooperation with local public library); CentralMichigan University (comprehensive service package).

98. Pettingill, Ann, ''Library Services for Distance Education at Old Dominion

University," Virginia Librarian 40 (January-March 1994): 10-13.Old Dominion University (Virginia) plans, through its technology-basedTeletechnet Program, to offer the final two years of many degree programs inconjunction with VIrginia's community colleges. This article describes the effortto develop multilevel library support for Old Dominion's distance degree program for nursing. The effort included on-site inspections and a survey of distantstudents (to assess needs), collection building, development of instructional sessions, and the extension of document delivery service to the community collegesites.

99. Potter, Susan, and Sandra Hughes Boyd, Extending Library Services toRemote Sites: Regis University as a Case Study. ERIC: ED 354013. Denver,

Colo.: Dayton Memorial Library, Regis University, 1992. 7p.The report outlines how Regis University in Colorado has addressed the requirements of the 1989 ACRL Guidelines in meeting the needs created by its newadult education program. Areas covered include reference assistance and cooperative agreements with junior colleges and public libraries, computer-basedbibliographic and information services, library user instruction, interlibrary loanand document delivery, and nonprint media and equipment. The authors recognize institutional commitment to financing the extension program, creation of afull-time extended library services position, and library staff flexibility as keysto the program's success.

100. Shaffer, Harold A., and Sherrill Weaver, "Developing an Inter-Institutional

Agreement to Deliver Services to Distance Education Graduate Students."

In A Collection of Papers on Self-Study and Institutional Improvement,edited by Susan E. Van Kollenburg, 31-34. Chicago: North Central

Association of Colleges and Schools, Commission on Institutions of Higher

Education, 1996.Prepared for a commission program at the annual meeting of the North CentralAssociation of Colleges and Schools, this paper presents an interinstitutionalagreement between Walden University and Indiana University-Bloomington asa model for agreements between academic libraries for the provision of off-campus library services to all students of the institutions involved. The authors propose that the agreements should be carefully drawn to take advantage not onlyof similarities in institutional missions, but also of the differences, which wouldenrich the experience of all involved. The paper recognizes the challenge ofaccurately and equitably assessing costs and benefits to the entire program inorder to construct fee-based structures.



General Observations about Libraries and Distance Education

101. AnnenberglCPB Project, "What Library Resources and Services Are

Needed By Distance Learners and How Will They Be Accessed?" In Goingthe Distance: A Handbook for Developing Distance Degree ProgramsUsing Television Courses and Telecommunications Technologies.Washington, D.C.: AnnenberglCPB Project and the PBS Adult Learning

Service, 1992. 178p.This lengthy handbook addressing all aspects of starting and running a distanceeducation degree program, covers such issues as program development, faculty,support services, and costs. It includes an overview of selected distance degreeprograms and a directory of distance learning software. A small section presentslibrary resource considerations and lists four institutions that make libraryresources available to distant learners.

102. Cavanaugh, Anthony K., and Joan Tucker, ''A Library Service to Distance

Learners: What Should the Library Provide?" In Library Services toDistance Learners in the Commonwealth, edited by Elizabeth F. Watson

and Neela Jagannathan, 109-19. Vancouver, B.C.: Commonwealth of

Learning, 1997.The authors postulate that the provision of distance education for tertiary students should involve a two-way collaboration between the instructor and theinstitutional library. Distant students have various needs, such as quality studyguides, readers (collections of course materials), and access to the library collection. This article looks at questions that need to be asked and answered tocraft adequate library service for distant students, and specifically at how student needs are met at the Geelong campus of Deakin University in Australia. Itdiscusses the advantages of using readers for distance education classes and recommended readings for follow-up and also discourages reliance on libraries fortext books.

103. Derlin, Roberta L., and Edward Erazo, Distance Learning and the DigitalLibrary: Transforming the Library into an Information Center. ERIC

400832. 1996. 14p.This piece looks at the directions libraries are going, particularly as the developing online environment eliminates the physical distance between the individual and the information center. It analyzes the challenges libraries will face inthe realm of access, development and delivery of digital databases and sources,customizing of curricula, and copyright, and also looks at the expanding role forlibrarians in the development of digital information centers.

104. Dugan, Robert E., "Distance Education: Provider and Victim Libraries,"Journal ofAcademic Librarianship 23 (1997): 315-18.

The author discusses the tension that can exist between "provider" academiclibraries (those institutions responsible for distance education programs) and"victim" libraries (unaffiliated with the "provider" library). He analyzes and recommends adherence to the ACRL Guidelines for library services to off-site students, and suggests written information policies for both types of institutions,



especially the "victim" library. He also suggests the possibility of developingfonnal contractual arrangements between the institutions.

105. Erazo, Edward, and Roberta L. Derlin, "Distance Learning and Libraries inthe Cyberspace Age." In The Internet: Flames, Firewalls and the Future,51-56. Conference of the Council For Higher Education ComputingServices, Roswell, N.Mex., November 8-10,1995. ERIC: ED 398917.

This brief discussion of needs for providing distance education library servicescomparable to on-campus library services recognizes the near merging of thetwo as more and more students work from home. The authors recommend thatlibraries provide specifically assigned support staff and coordinate with facultyon curriculum; they also stress the need for students and faculty to periodicallyrelearn library skills in light of rapid technological development.

106. Faulhaber, C. B., "Distance Learning and Digital Libraries: Two Sides of aSingle Coin," Journal of the American Society for Information Science 47(1996): 854-56.

This article describes a graduate class in Old Catalan language offered to distantstudents from the University of California-Berkeley, which required digital support from the library. It discusses the structure of the class and the technologiesused as well as certain drawbacks, such as unevenness of the various facilitiesavailable to the students and the amount of library staff time needed to preparematerials for electronic use in support of the class. The author concludes thatlibrarians of the future should not act as intennediaries but should instead focuson acquiring the necessary tools for running a distance education class, as wellas training faculty and students in its use.

107. George, Rigmore, and Adela Love, "The Culture of the Library in Open andDistance Education Contexts," Australian Academic and ResearchLibraries 26 (1995): 129-36.

The article addresses the role of the librarian in teaching that the process oflibrary research is of equal value in education to the ultimate product of thatresearch. Library skills are part of every educational field and must be addressedin an integrated way. Students must understand how the infonnation in theirfield is presented, stored, identified, and retrieved. Libraries must place specialemphasis on introducing distant students to the infonnation system and theprocess of searching.

108. Joy, Finbarr, "The LE Club Project: A Synergy of Systems for the 'LearningEnvironment,'" Electronic Library 14 (1996): 405-10.

The Local Environment Club (LE Club), a collaboration between a UnitedKingdom library automation company and a group of UK. further education colleges, is an invitation to apply online infonnation techniques to distance education problems. The goal of "managing the learning experience" is explored bydiscussing computer-supported learning environments, library automation systems, usability (flexible interfaces), student tracking, communication services,and implications for the library (as model, provider of services, and collaborator with teachers in course and service development). The article also outlinesmethodologies and architecture.



109. Kalin, Sally W., "Support Services for Remote Users of Online PublicAccess Catalogs," RQ 30 (1991): 197-213.

Recognizing the need for libraries to offer different support services for remoteusers of online public access catalogs (OPACs) than for on-site patrons, this article analyzes remote users: who they are, what their expectations are, and whatproblems they might encounter (both technical obstacles and personal searchingchallenges). Other topics covered include promotion to the public, system support, communication with remote users, training of staff, instructional support,and online prompts and help features.

110. "Key Elements in Using Technology for Library Support in DistanceEducation." In Online Libraries and Microcomputers, vol. 15, no. 12 [database online]. Available from Westlaw, 1997. WL 8022281.

This piece describes a regimen of services that must be "aggressively" assertedby a library if it is to provide "the same level of service" for both on-campus andoff-campus students. It includes in the list of "key elements of service" suchcomponents as reference service, portfolio of nearby libraries and theirresources, document delivery, database of subject specialists, and database ofelectronic resources on the World Wide Web. It also provides a selection of Webaddresses to institutions offering distance education.

111. Latta, Gail E, The Virtual University: Creating an Emergent Reality. ERIC:ED 399970. Lincoln, Neb.: University of Nebraska-Lincoln, 1996. 44p.

The author postulates that higher education is being transfonned from a twodimensional approach (context/curriculum and pedagogy/instructional design)by the addition of a third dimension (electronic infonnation technologies). Thediversification of instructional delivery systems is discussed, with examples ofdifferent approaches. As success is dependent on the application of the technologies, the role of librarians and their interdependency with faculty is emphasized as the interface between the dimensions. The piece briefly examines specific programs, with reproductions of visual aids appended.

112. Lebowitz, Gloria, "Library Services to Distant Students: An Equity Issue,"The Journal ofAcademic Librarianship 23 (1997): 303-8.

The author proposes a philosophy of parity in library services provided for bothdistant and on-campus students. She reviews influences on the development ofdistant library services, such as accreditation agencies, the ACRL Guidelines,and the ACRL's Extended Campus Library Services Section, and also commentson different models of service and the need for institutional commitment.

113. McManus, Mark G. R., "Neither Pandora Nor Cassandra: Library Servicesand Distance Education in the Next Decade," College and ResearchLibraries News 59 (1998): 432-35.

The author expresses two views: (1) distance education is the way of the future,not the least because it will save institutions money, and librarians must acceptthis fact; and (2) if librarians do not create distance education services, schoolsand students will look elsewhere for those services. He goes on to outline several points that he maintains will playa key role in the distance education environment: early library involvement in distance education programming; the learning



curve is higher than we think; library services must be more than pointing toresources; library services for extended and local students are interdependent.

114. Rodriguez, Helena E, "The Role of the Library in Distance Education,"Microcomputersffor Information Management 13, no. 1 (1996): 21-29.

While the main role of the academic library remains the same-providing information resources to support the curriculum-its approach to providing servicesfor distance education is evolving. This article discusses the library's role in distance education by examining three of its aspects: the nee~s of distant learners,challenges in meeting those needs, and future trends.

115. Shaughnessy, Thomas W., "Distance Learning and Libraries," ARL: ABimonthly Newsletter ofResearch Library Issues and Actions 179 (March1995): 1-3.

This article describes distance education as the emerging dominant educationalmethod. Six developments in the educational marketplace have empowered thestudent and consumer with a multitude of educational choices. Among the developments are the changing nature of the student body, advances in telecommunications and multimedia technologies, the wide availability ofInternet access, costsavings and efficiencies, and competition for students and market share. Librariesare in a position to mediate and facilitate student needs as interactivity becomesmore convenient. Other issues that will confront libraries include investment ininfrastructure, copyright, and cooperative agreements among libraries.

116. Sloan, Bernie, Library Supportfor Distance Learning <http://www.lis.uiuc.edul-b-sloanllibdist.htm>.

This lengthy Web site contains numerous links to sources on library support fordistance education. It is organized into nine sections, including "Selected Papersand Reports on Library Support for Distance Learning," which contains links toabout fifty papers and reports. Other sections include: "Library SpecificInformation on Distance Learning," "State and Regional Web Sites for LibrarySupport for Distance Learning," and "Individual Library Web Sites for DistanceLearning Support."

117. Watucke, Virginia, "On My Mind: Invisible Clientele, Invisible Services?"Journal ofAcademic Librarianship 19 (1993): 308-9.

The author focuses on a "lack of expressed concern" for library services for offcampus students in a report published in the January 1993 issue of the JournalofAcademic Librarianship. The development of distance education at CentralMichigan University is briefly noted, as is the evolution of standards, conferences, and electronic discussion lists for the field. Finally, she offers severalquestions that could be asked in a survey to probe institutional awareness of offcampus library services and why they may be overlooked.

National or Nationwide Programs

118. Brophy, Peter, "Distance Libraries: The Support of Higher EducationStudents Who Study Off-Campus;' Library Management 13, no. 6 (1992):4-7.



The author toured Canada and the United States in 1992 to compare the NorthAmerican experience in providing off-campus academic library services withthe British experience. While North American academic libraries have had moreexperience in responding to the needs of a dispersed student body, the Britishlibraries have developed fewer services. A list ofmain elements, both upside anddownside, of North American services is offered (with the main focus onCanada), as well as general observation. The article concludes with thoughts ondevelopment needed in Britain, based on the observations abroad.

119. Cavanaugh, Anthony K., "Open Learning Students and Libraries,"Australian Academic and Research Libraries 25 (1994): 95-105.

This article discusses some of the problems facing open learning studentsenrolled through the Open Learning Agency of Australia. It presents availabledata on the students' use of libraries, based on the experience of DeakinUniversity, and seeks to understand why there is low usage of library servicesby open learning students as compared to more traditional students. The authoremphasizes the need to provide adequate library service to all students as wellas the necessity to publicize the service and develop information-seeking skills.

120. Crocker, Christine, "Off-Campus Library Services in Australia," LibraryTrends 39 (1991): 495-513.

Tracing the historical development of off-campus study in Australia at the university and college level, this article emphasizes the growth of attention to, andefforts to improve, the provision of library services for off-campus students during the 1980s. Issues covered include: delivery of library services (borrowingand staffing levels); guidelines for library services; student use of other libraries(open borrowing); user education; and role of the professional association.

121. Fisher, Raymond K., "Off-Campus Library Services in Higher Education inthe United Kingdom," Library Trends 39 (1991): 479-94.

Based on a 1989 survey of off-campus library services at institutions of highereducation in the United Kingdom, this article presents a definition of, and background to, off-campus library services. The number of off-campus programsproved to be small but growing. The services themselves are described in detailfor the different types of institutions. The author predicts movement toward theprovision of greater off-campus opportunities and recognizes the need forgreater library support.

122. Jaganathan, Neela, "Library and Information Services for DistanceLearners," Resource Sharing & Information Networks 11 (1996): 159-70.

This article discusses the role, function, services, challenges, and burdens ofmeeting the needs of distant students by the national and state universities ofIndia. While emphasizing the need for interlibrary networking, such as interlibrary loan and computerized library databases (e.g., catalogs), this article doesnot discuss the possibility of electronic delivery of class materials to the dist!mtstudent.

123. Maticka, Margaret, "Distance Education and Libraries." In Australian



Tertiary Libraries: Issues for the 1990s, edited by Colin Steele, 57-65.Adelaide: Auslib Press, 1992.

This piece discusses the development of distance education support as a national effort in Australia. Coverage is given to the creation of Distance EducationCenters, the Special illterest Group on distance education (for librarians), librarysupport issues, national structure, and analysis of government reports and paperson the subject. Special attention is paid to the future of library support for distance education in Australia, as well as the concurrent need for libraries andlibrarians to maintain an integral role in the provision and development of distance education.

124. Salvesen, Helge, "Library Services for Distance and DecentralizedEducation in Norway," Scandinavian Public Library Quarterly 29, no. 3(1996): 11-14.

The Norwegian Ministry of Culture appointed a committee in the early 1990s toclarify issues and offer advice on extending and improving library services fordistance education. This article outlines the committee's strategy, the issues tobe examined, and the methods to be used. It also discusses issues surroundingthe increase of interlibrary loans.

125. Shillinglaw, Noel, "Document Supply and Distance Education LibraryServices," Interlending and Document Supply 20 (1992): 143-51.

This article discusses the importance of texts and documents in South Africa'sdistance education environment. It posits that document and text delivery shouldenable all parties to equally meet their goals without regard to economic abilityor proximity to campus. Challenges facing academic libraries in achieving thatgoal in South Africa are explored at length, both in the context of traditional services and with regard to emerging electronic capabilities. Copyright issues arealso touched on.

126. Slade, Alexander L., "Library Support for Off-Campus and DistanceEducation Programs in Canada: An Overview," Library Trends 39 (1991):454-78.

ill addition to offering a brief description of the higher education landscape andneeds in Canada, the author also reviews the studies that have been producedabout off-campus and distance education library services to meet curricularneeds in higher education. The primary focus is on analyzing data from a 1987national survey of 199 institutions of higher education, initiated by the CanadianLibrary Association illterest Group on Library Services for Distance Education.The author makes brief observations on trends for library services, includingtechnological advances.

127. Willemse, John, "University Library Service Dedicated to DistanceTeaching: The University of South Africa Experience," Library Trends 39(1991): 515-34.

The library of the University of South Africa, one of the most prominent in thenation, is dedicated to supporting distance education. The article reviews the



history of the university, its library, and its library's services. It also treats on theunique challenges to supplying quality services, such as the multilingualism ofthe student body, remoteness of many students, and inadequacy of the publiclibrary system for support. Specific library approaches to maintaining and circulating a sterling collection, and providing training in library use for all students are also covered.

128. Wynne, Peter M., "The Delivery of Library Services to Distant Users: TheBIBDEL Project," Library Technology News 15 (November-December1994): 2-4.

The BIBDEL Project was funded by the European Commission for eighteenmonths, starting in February 1994, to explore, identify, and improve the accessibility of library and information services to remote users. At the core of theproject were three European university libraries, working together, but each withits own "demonstrator system," based on existing technology, that would allowremote users to gain access to the services of the main library, including document delivery. This short article describes the efforts of the three universities:Newton Riggs College in the United Kingdom; University of the Aegean inGreece; and Dublin City University in the Irish Republic.

Surveys and Accounts ofReports and Symposia, Etc.

129. Anderson, Terry D., and D. Randy Garrison, "Transactional Issues inDistance Education: The Impact of Design in Audio-Teleconferencing:'American Journal ofDistance Education 9, no. 2 (1995): 27-45.

This paper reports the results of a study of student perceptions of learning byway of audio-conferencing in university-level distance education. The authorsconclude that human interaction is important to the success of distance educationlaudio-conferencing courses, that mere acquisition and use of equipment isnot enough. The paper includes a literature review, reviews of instructional andresearch design, and analysis of results.

130. Haythornthwait, Josephine A., and Frances C. P. White, "The Role ofDistance Education in Library and Information Studies Education,"Education For Information 9 (1991): 305-16.

This is a 1991 survey of the use of distance education by library and information science programs in English-speaking countries. Methodology and resultsare described, and shared insights and opinions of practitioners are offered. Thearticle outlines a "state of the art" of distance education (as of 1991), revealingboth positive and negative aspects. It concludes with six recommendations forventures into distance education.

131. Kascus, Marie A., "Library Support to Distant Students as a LibraryEducation and Continuing Education Issue," Journal of Education forLibrary and Information Science 35 (1994): 344-47.

This is a brief discussion of a 1991 survey of American and Canadian libraryschools to determine attitudes on the topic of distance education, both as subject



and method. The survey did not find broad support but did see indications thatattitudes are changing.14

132. "The Librarian and the Library User," The Electronic Library 15 (February

1997): 15-22.This is an account of two reports from one session of the Online 96 meeting,held in London, England. The first looked at the evolving role of librarians inthe future of information management, briefly touching on the trend toward distance education and rhetorically asking what the role of the librarian will be inthat area. The second reports on the adoption of database software to handleinterlibrary loan and book order requests, and the adoption and use of an onlinepublic access catalog at France's International Agency for Research on Cancer.

133. McCauley, Peter, "Distance Education Research Students and Their Library

Use," Australian Academic Research Libraries 28 (1997): 188-97.This article reports the study results about information and research needs ofoffcampus Ph.D., Ed.D., and Masters research students at Deakin University inAustralia. It concludes that the home institution library was still needed for thestudents in the focus group, even though they often used other libraries as well.Further, their specific needs might justify augmenting the library service with aspecific library contact person or liaison librarian. Finally, the study also led tothe recognition that more effort would be required to encourage students to learnthe skills needed to take advantage of the technology recently made available tothem by the university for researching purposes.

134. Report ofthe Blue Ribbon Committee for the Study ofInformation Systems,Telecommunications, and Library Services at Utah State University. ERIC:

ED 346827. Logan, Utah: Utah State University, 1991. 16p.This report was compiled after consultation with other institutions on betterways to "manage, coordinate, and capitalize on both opportunity and investmentin telecommunication and information technology and resources." It describes aproposed organizational structure, placing all telecommunications, computer,and information units under the same administration. The library, as well as telephone services and computer services, is to be placed organizationally under thedean of Learning Resources in order to increase the extent to which it utilizeselectronic information systems and is coordinated with the other units.

135. Snyder, Carolyn A., Susan Logue, and Barbara G. Preece, eds., Role ofLibraries in Distance Education. Washington, D.C.: Association of

Research Libraries, 1996. 142p. (Spec Kit 216).This survey of 119 American and Canadian ARL members was designed to: (1)identify libraries involved in distance education; (2) determine services delivered to distant patrons; and (3) determine management and support provided bylibraries for distance education. Only seven of the responding institutions indicated that their libraries had administrative responsibility for the distance

14. For the full results of the survey, see M. A. Kascus, What Library Schools Teach About LibrarySupport to Distant Students: A Survey, AM. J. DISTANCE EDUC., 1994 no. 1, at 20.



education program of their institution. This volume includes survey results aswell as general information, library services, and course-related materials fromseveral of the institutions.

136. Strong, Janet, "Enhancing Library Support for Off-Campus and DistanceEducation Programs: A Workshop Report," Idaho Librarian 66 (1991):66-67.

This short report on a workshop held on March 26, 1991, in Victoria, B.C., discusses the keynote address, which encouraged libraries to campaign for involvement in off-campus course and curriculum development. This is followed by abrief review of two presentations, one on the need for equality between off-campus and on-campus library services, the other on proactive approaches to developing library services for distance education.

137. Unwin, Lorna, "'I'm a Real Student Now': The Importance of LibraryAccess for Distance Learning Students;' Education Libraries Journal 37,no. 2 (1994): 11-20.

To outline the difficulties faced by distance education students in accessinghigher education, this article presents the results of a survey of postgraduate students in four universities in the United Kingdom. The need for academics andlibrarians to understand the importance of the library in meeting the needs ofdistance education students is stressed.

138. York, Vicky, A Guide for Planning Library Integration into DistanceEducation Programs. Boulder, Colo.: Western Interstate Commission forHigher Education, 1993. 26p.

Presented to encourage "effective planning and coordination for library servicesamong those involved in distance education," the short Planning Guide is followed by a Survey and Summary of Responses from six institutions that serveas models for pragmatic application of library services: California StateUniversity, Chico; Colorado State University; University of Alaska Southeast;University of Maine, Augusta; University of Nebraska-Lincoln; and Universityof Wyoming. Each institution is described in a separate section, and institutional contacts are provided.


1999] Will Law Schools Go the Distance?

Author Index

691

Abbott, Thomas 86

ACRL Task Force to Review theGuidelines for Extended CampusLibrary Services 2

ACRL Distance Learning SectionGuidelines Committee 1

Adams, Kate 87

Amos, Fred B., IT .32

Anderson, Mary L. 20, 26

Anderson, Terry D 129

AnnenberglCPB Project 101

Barsun, Rita 88

Bazillion, Richard J. . 89

Bender, Ivan H 29,30

Bielefield, Arlene . . . 31

Boddie, Needham J., IT .32

Bostian, Rebecca 3

Boyd, Sandra Hughes 99

Bradburn, Frances Bryant .4

Braun, Connie 89

Brinkley, Monica 90

Brophy, Peter 118

Bruwelheide,Janis H .33, 34,35, 36, 37

Bynum, Charlotte .57

Carmichael, John .58

Carty, Joan 91

Cavanaugh, Anthony K. 102, 119

Cavanaugh, Tony 92

Chamberlain, Ellen 93

Cheeseman, Lawrence 31

Colyer, Anita 38

Connick, George P. . 18

Crews, Kenneth D .40,41

Crocker, Christine 120

Crow, Steven D. . 5

Dalziel, Chris .42, 43

Davis, Susan E. . 59

Derlin, Roberta L. 103, 105

Donahue, Stacey 19

Douvanis, Gus 44

Dugan, Robert E 104

Edge, Sharon M. . 94

English,Julie 60

Erazo, Edward 103, 105

Faulhaber, C. B 106

Fisher, Raymond K. 121

Fox, James W. . 85

Frynk, Lynda 3

Garrison, D. Randy 129

Garten, Edward D 6, 7,8Gasaway, Laura N .45,46,47,61

Geist, Michael A. 62

George, Rigmore 107

Gilmer, Lois C. . 9

Goldring, John 63, 64

Guneratne, Camena 65

Hanson, Dan 20

Harbaugh, Joseph D. . 66

Hardy, Trotter 67

Harney, John O .48

Hartwell, Cynthia 8

Haythornthwait, Josephine A. 130

Holcomb, Terry .49

Huxley, Phil 68

Jackson, Paul H 11Jaganathan, Neela 122

Johnson, Andrea L. 69,70

Johnson, William 95

Joy, Finbarr 108

Kalin, Sally W. . 109

Kascus, Marie A 16,27, 131

Keeva, Steven 71

Kim, Douglas W. . 32

Korale, S. R. 96

LaBrake-Harrison, Lynn 12



Latham, Sheila 21

Latta, Gail F. .111

Leach, Ronald G 13

Lebowitz, Gloria 112

Lenn, Marjorie Peace 14

Leskovac, Helen 72

Lessin, Barton M. . 97

Lingham, Bernadette 92

Logue, Susan 135

Love, Adela 107

Macht, Joshua 74

Maddux, Cleborne D 22

Marks, Kenneth E .4

Maticka, Margaret 123

Maushak, Nancy J. . 20

Maxwell, Leigh 23

McCain, Thomas 23

McCauley, Peter 133

McManus, Mark G. R. 113

McThenia, Thomas C., Jr. . .32

Meadows, Judy 75

Meyers, Ken 76

Mitchell, Miriam E. . 93

Mood, Terry Ann 24

Moore, Michael G. . 25

Mortensen, Mark .49

Nickel, Joe 77

O'Farrell, Jack 90

Off Campus Library ServicesConference Proceedings 83

Patterson, L. Ray .50

Pettingill, Ann 98

Pisacreta, Edward A. 51

Potter, Susan 99

Preece, Barbara G 135

Reijnjes, J. M. . 78

Richards, Jennifer .48

Richter, Chris 23

Rodriguez, Helena F. 114

Saddler, Will 82

Salomon, Kenneth D 52, 53

Salvesen, Helge 124

Schlosser, Charles A. 20, 26

Shaffer, Harold A. 100

Shaughnessy, Thomas W 115

Shillinglaw, Noel 125

Simmons, Howard L .15

Simmonson, Michael 20

Simpson, Moira J. . 79

Slade, Alexander L. . ..16,21,27, 126

Sloan, Bernie 116

Snyder, Carolyn A. 85, 135

Society of Public Teachersof Law 80

Sorenson, Christine 20

Sowle, Stephen D 82

Special Issue-Off-CampusLibrary Services 84

Stansbury, Ray 54

Stark, Isobel 91

Stephens, Kate 28

Strong, Janet 136

Switzer, Jamie S .55

Switzer, Ralph V., Jr. . 55

Taylor, Scott A. 81

Thompson, Melody M. . 25

Tucker, Joan 102

U. S. Patent and TrademarkOffice .56

Unwin, Lorna 137

Warner, Richard 82

Watucke, Virginia 117

Weaver, Sherrill 88, 100

White, Frances C. P. •.••.•••...130

Whitsed, Nicky 91

Willemse, John 127

Williams, Delmus 17

Wynne, Peter M 128

York, Vicky 138

Zwan, Robert van der 91

Documents

Will Law Schools Go the Distance? An Annotated Bibliography on