Library Services for Distance Learning: Sixth Bibliography

UNDER CONSTRUCTION ACRL Distance Learning Section

Chapter 2: General Works (Monographs, Proceedings and Special Issues; Articles, Papers and Documents; News Items

Alman, S. W., Tomer, C., & Lincoln, M. L. (2012). Designing online learning: A primer for librarians. Santa Barbara, CA: Libraries Unlimited.
This slim, practical book provides foundational knowledge that librarians need to teach in an online environment. The editors share their findings from struggling and succeeding in the early years of online learning (OL) when there was no instruction manual. The editors and contributing authors also recognize that face to face instructional techniques do not work online.  The first chapter is a summary of four instructional design models and an example how the ADDIE model was applied in the creation of an online synchronous training session on finding library resources.  Chapter Two identifies the faculty development needs: the ins and outs of the learning management system (LMS), online facilitation skills, and instructional design practices such as developing learning objectives, designing activities, and applying media rich content.  The third chapter describes much of the learning technology involved with online programs, provides a comparison of similar features existing among various LMS’s and gives advice on how to make decisions on technology and standards.  Chapter Four is an overview of assessment in the OL environment with discussions of the design process, dimensions of assessment, academic integrity considerations, and examples of traditional and authentic assessment methods. The fifth chapter provides a brief history of distance education and OL, with a literature review and an annotated bibliography.  This chapter also has a discussion on the best practices in embedded librarianship including collaboration, communication, content, academic honesty, copyright, and accessibility.  The final chapter is designed for K-12 librarians, but academic librarians would also benefit from learning about the planning, implementing, and disseminating of a replicable, hybrid information literacy course for high school students. H. Dalal

Ally, M., & Needham, G. (Eds.). (2010). M-libraries 2: A virtual library in everyone’s pocket. Second International M-Libraries Conference, 2009, Vancouver, British Columbia. London, United Kingdom: Facet.
If you are considering implementing mobile technology in your library, then the case studies included in this book merit reading. The book is divided into five sections. The first section shares examples of mobile developments around the world, including case studies from Africa, India, the South Pacific, Spain, and Texas. The second section focuses more on technology, with six papers describing implementation of standards, such as QR codes and mobile device automatic detectors. The third section discusses actual applications of mobile devices in the library. Most of these applications show the cautious adaptations of technologies such as podcasts, mobile language training, roaming reference services, and health-related information. Section four describes efforts to use mobile technology for distance learning. The final section of the book shares contributions to the evidence base for mobile libraries. These contributions include a survey of users, studies of SMS reference, and models for mobile services. E. Blankenship

Blevens, C. L. (2013). Technical services report: Report of the LITA Distance Learning Interest Group meeting. American Library Association Midwinter Meeting, Seattle, January 2013. Technical Services Quarterly, 30(3), 327-330. doi:10.1080/07317131.2013.787866

Butler, B. (2012). Massive Open Online Courses: Legal and policy issues for research libraries.  Retrieved Nov 6, 2012, from http://www.arl.org/bm~doc/issuebrief-mooc-22oct12.pdf
This article provides a much-needed discussion of copyright, fair use, and access requirements for research libraries participating in MOOCs (Massive Open Online Courses). Written for the layman librarian, not for the copyright or access expert, the article breaks down how copyright works and what accessibility is expected for traditional teaching situations and compares it to the requirements and expectations for MOOCs. The first three sections (“Introduction,” “What is a MOOC?,” “How are research libraries involved in supporting MOOC courses?”) present basic information on the terms being used and the roles that libraries are taking. The most informative section is section four, “Legal issues raised for research libraries.” This section is 2/3 of the entire article and outlines concerns for libraries ranging from copyright to access. Since MOOCs are often both for-profit and open to anyone with access, exceptions made in traditional college settings may not apply. And accessibility – which is necessary in traditional classrooms – is a foggy issue. The article closes with suggestions for libraries: encourage open-access, remember you have fair use rights, and build accessibility into all created course content. Even if the library is not directly involved in an institution’s decision to provide or support MOOCs, often librarians are seen as the experts on these topics. This article gives the clearest and most concise treatment of this topic that this reviewer has yet seen. K. Griffiths

Cannady, R., Fagerheim, B., Williams, B., & Steiner, H. (2013). Diving into distance learning librarianship: Tips and advice for new and seasoned professionals. College & Research Libraries News, 74(5), 254-261.

Dale, P., Beard, J., & Holland, M. (Eds.). (2011). University libraries and digital learning environments. Burlington, VT: Ashgate.
Throughout this book, the contributing authors reflect on how academic libraries could continue as a central factor in digital learning environments. The overarching argument is that technology offers challenges and at the same time opens up fascinating opportunities for libraries. Themes such as the library as a space, education for librarianship, continuing education of professionals, relevance of social media, status of e-resources and repositories, virtual reference services, information literacy, case studies of libraries, and performance measurement are discussed along with a vision for the future. The book is a valuable source for professionals to understand current developments and to plan accordingly for taking up active roles. C. George

Fulkerson, D. M. (2012). Remote access technologies for library collections: Tools for library users and managers. Hershey, PA: IGI Global.
In this timely work for any librarian engaged in distance library services, Fulkerson examines the technologies that are essential for providing access to remote users, connecting them to physical as well as digital library resources in a readily-available and reliable manner.  She describes how the growth of online distance education programs in higher education is integral to these remote access technologies and the ways in which academic librarianship has adapted and must continue to adapt to the needs of distant users.  The author addresses important considerations such as assessing the needs of remote users, planning and implementing collection development for digital resources, maintaining copyright compliance in the online environment, and integrating social networking and mobile computing into operations for providing library resources at a distance.  Fulkerson concludes by reflecting on the evolvement of these concerns and the possible long-term impact of online learning, remote access technologies, and digital resources on the future of academic libraries and library services. M. Hinnen

Goldberg, E. J., & LaMagna, M. (2012). “Open educational resources in higher education.” College & Research Libraries News, 73(6), 334-337.
Conceived as primarily a guide through the numerous and diverse open educational resources that are currently available, this article initially gives a brief nod to the beginnings of the OER movement in the 1990s. For additional background on the subject, the authors refer to the 2007 meeting organized by the Open Society Institute and the Shuttleworth Foundation, which culminated in the Cape Town Open Education Declaration, formally recognizing the need for open access to educational resources. The remainder of the article is a list of selected online resources, focusing on college and university level content that may not be included on that educational institution’s website.  Specifically mentioned are full-package courses, which provide a variety of material for educators, students, and others who are interested in participating in the learning experience. Additional open educational resources are divided into video lectures, educational repositories, online textbooks, and news and information sites. K Smith

Grabowsky, A. (2013). Information and interaction needs of distance students: Are academic libraries meeting the challenge? Georgia Library Quarterly, 50(2), 12-18. Retrieved from http://digitalcommons.kennesaw.edu/glq/vol50/iss2/8

Hyams, E. (2013). LIS by distance learning. CILIP Update, 12(2), 26-29.

Mackey, T. P., & Jacobson, T. E. (Eds.). (2011). Teaching information literacy online. London, United Kingdom: Facet.
Mackey and Jacobson have provided eight comprehensive original designs for best practices and implementation of teaching information literacy online through “Blended Hybrid” and “Open Online” learning programs. Chapters include collaboration between faculty and librarians, one-shot sessions, methodologies, and assessment and appendices for survey tools. It shows integrated strategies for information literacy in both undergraduate and graduate programs. L. Cheresnowski

Moore, M. G. (2013). Handbook of distance education (3rd ed.). New York: Routledge.

Neidorf, R. (2012). Teach beyond your reach: An instructor’s guide to developing and running successful distance learning classes, workshops, training sessions, and more (2nd ed.). Medford, New Jersey: Information Today.
Neidorf’s book is a thorough introductory primer for the distance instructor who is just starting out or would like to improve their online teaching technique. This text not only provides information on the typical distance learner and their challenges, but also offers advice on instructional design, strategies and specific tools to foster learning communities and authentic learning opportunities online. C. Hanrahan

Parkes, D., & Walton, G. (Eds.). (2010). Web 2.0 and libraries: Impacts, technologies and trends. Chandos Information Professional Series. Oxford, United Kingdom: Chandos.
A quick and easy read for the busy professional, this edited collection contains chapters concerning the rise of Web 2.0 and how it has influenced work and education. It offers tactics on harnessing this technology to respond to library users’ changing needs. Most of the authors hail from Staffordshire University and represent diverse professions and expertise. With a wide-range of topics, examples should prove helpful: descriptions of 21st-century learners and teaching strategies; e-books and e-book readers; the changing library (e-buildings); online social network learning; e-learning models for staff development; techniques for integrating Web 2.0 into libraries, including advice on risk assessment and risk management; emerging technologies that affect libraries, such as Web 3.0, mobile learning, RFID, and sensor networks; how Web 2.0 has created social changes and what this means for libraries. T. Carter

Sigal, A. (2013). Advancing library education : technological innovation and instructional design. Hershey, PA: Information Science Reference.

Solomon, L. (2011). Doing social media so it matters: A librarian’s guide. Chicago, IL: American Library Association.
This slim, easy-to read book is a succinct and practical guide for librarians wishing to learn about the applicability of social media to their institutions, and how to go about it. Equally well suited for academic and public libraries, the book makes a compelling case for the importance of libraries’ engagement in social media.  Solomon provides necessary tools, ranging from how to convince your library director about the importance of involvement, to examples of how to tweet, as well as how not to, and how to assess involvement success. M. Brahme

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