Marketing Library Resources and Services to Distance Faculty

Adams, Kate; Cassner, Mary

doi:10.1300/j111v31n03_03

Cited by 9 publications

(9 citation statements)

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“…Three were conducted entirely online, and one sent out the surveys on paper but allowed for either paper or e-mail responses. Interestingly, this last survey's e-mail responses beat out paper responses nearly two-to-one (Adams & Cassner, 2001). Otherwise, the reported response rates varied from 24% to 50%.…”

Section: Studies Examinedmentioning

confidence: 82%

“…There was a definite lack of interest in librarian-facilitated instruction in many of the studies on the part of faculty (Adams & Cassner, 2001;Lebowitz, 1993;Shaffer et al, 2004). Anecdotally, this seems to also be a problem with face-to-face instruction.…”

Section: Commonalities With Faculty Servicesmentioning

confidence: 99%

“…Many faculty felt the library should assist them with troubleshooting resources at a distance (Markgraf, 2002). Problems with proxy access were mentioned in more than one study (Adams & Cassner, 2001;Shaffer et al, 2004). Libraries deal with access and troubleshooting materials in differing ways-for this issue, it is a matter of communicating with faculty to make sure they know whom to contact with problems, especially so they can pass this information on to students having problems.…”

Section: Commonalities With Faculty Servicesmentioning

confidence: 99%

“…Faculty asked to be kept better notified about available services and materials (Adams & Cassner, 2001;Distance Learning, 1998;Lebowitz, 1993;Shaffer et al, 2004;Stockham & Turtle, 2004). A reoccurring theme was that faculty rarely use the library services for themselves but wanted to be able to help guide students to library services and resources.…”

Section: Commonalities With Faculty Servicesmentioning

confidence: 99%

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What Do Distance Education Faculty Want from the Library?

Hines

2006

Journal of Library Administration

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Distance education is a quickly growing phenomenon in higher education. In 2001, the National Center for Education Statistics reported that 56% of all Title IVeligible, degree-granting institutions were offering distance education courses, an amount that had nearly doubled in the three years since the previous survey. In accordance with the Association of College and Research Libraries' Guidelines for Distance Learning Library Services and the mission of the library and university, the Mansfield Library at the University of Montana integrates library services into the instruction efforts of faculty both on and off campus. In December 2004, the Mansfield Library conducted a survey of University of Montana faculty who teach courses at a distance. The goals of that survey included: 1.) identifying what distance education faculty need from their library to supplement their instruction; 2.) what services would faculty like to see the library offer to their students and 3.) how can the library best meet the ACRL Guidelines and its own mission. The results of the survey were used to strengthen the design and development of outreach services to distance faculty and students. This poster session outlines the development of the survey, the results of the survey, and the conclusions reached. Survey:We designed a brief, ten-question survey to measure how aware faculty were of the library's offerings, and what services they would ideally like the library to offer. Questions were all multiple choice. The survey was deployed over the web via SurveyMonkey.com, a site providing free and low-cost survey hosting. We sent the survey to 35 faculty and received 16 responses (a 46% response rate). Results:We discovered:• Faculty are asking their distant students to do research to complete assignments.• Faculty feel they are aware of what the library offers to support them, but• Faculty aren't so sure that their students know what's available from the library.• Faculty feel the best way to educate students about library resources is a standalone library skills course.• Faculty also favor a customizable BlackBoard course module or linkable subject guides for library instruction.• Faculty don't want librarian-led discussion threads within their BlackBoard courses.• Faculty are not linking to the library website from their BlackBoard course shells.

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Section: Studies Examinedmentioning

confidence: 82%

Section: Commonalities With Faculty Servicesmentioning

confidence: 99%

Section: Commonalities With Faculty Servicesmentioning

confidence: 99%

Section: Commonalities With Faculty Servicesmentioning

confidence: 99%

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What Do Distance Education Faculty Want from the Library?

Hines

2006

Journal of Library Administration

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“…The literature indicated that doing so is beneficial, as faculty members who are aware of library resources are more likely to include assignments that involve library research (Adams & Cassner, 2001;Markgraf, 2002).…”

Section: Outreachmentioning

confidence: 99%

Integrating Library Services Between Two Urban Institutions

Hartnett¹

2015

ULJ

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In 2006, an intra-institutional partnership was formed between the William and Anita Newman Library at Baruch College, City University of New York (CUNY) and the CUNY School of Professional Studies (SPS) for the provision of library services to the university's first entirely online degree program in the fall of 2006, the CUNY Online BA in Communication and Culture.Since 2006, SPS has grown exponentially. Currently, SPS offers 10 undergraduate degrees, including a BS in nursing and six masters' degrees, including MS degrees in urban studies, data analytics, and an MA in applied theatre.Integrating a new and growing school with its own unique practical and programmatic needs into an existing college library posed unique challenges and opportunities in an effort to provide the same suite of services to the externally based SPS distance community as those offered to traditional Baruch students and faculty.The experience of launching such services is examined through the lens of the current literature for the purposes of highlighting examples of lessons learned for the benefit to librarians currently supporting or considering support for an influx distance learners at their institutions. This paper describes the author's experiences as the library's liaison to the school in planning, launching, and providing highly used library services for this unique urban population while at the same time establishing a foundation for providing similar services for our home institution.

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