In designing online services, library support services are one area in which off-campus learners need to be considered somewhat separately from on-campus users. When an instructor tells students to "go to the library," the campus library is available to meet the needs of learners in the traditional campus setting. Distance learners, on the other hand, must depend for support of their course work entirely on services available through other means. A number of institutions have off-campus librarians who are specifically charged with serving these students.
Distance and on-campus students are increasingly relying on access to the same online catalogs, journal indexes, and available full-text resources. However, as suggested below, the methods for delivering materials may differ.
The basic Good Practice Recommendations defined in this section are based on the "Association of College &Research Libraries (ACRL) Guidelines for Distance Learning Library Services.” The primary precept of the Guidelines is as follows: "Members of the distance learning community are entitled to library services and resources equivalent to those provided for students and faculty in traditional campus settings."
Good Practice Recommendations
Provide orientation materials.
Make clear what resources and services are available to distance learners.
(Oregon State University)
Include information on how to contact a librarian with special
expertise in serving distance students. If your library has designated a
librarian as Distance Education Coordinator, be sure and display prominently that
person’s name and contact information. Otherwise,
give information on how to contact someone who understands your library’s policies on
serving distance learners. (Oregon State University)
Provide remote access to electronic resources and basic
instructions for accessing electronic resources.
Both on- and off-campus users need access to all possible indexes and full
text databases. Clear instructions should be
given for how to use each resource. (University of Wyoming)
Offer reference support via email and/or phone. Students should be able to get quick
answers to questions from library staff through email or the phone. Major research assistance should not be expected
in this form. (New Mexico State
University)
Provide document delivery services and put necessary forms on the
Web for students to download or complete online. Distance
students should be able to request services electronically and have materials delivered
where it is most convenient. Whenever possible, materials should be delivered directly to
distance learners, via electronic transmission, courier, fax, or mail. Online forms make
this possible. (University of Nebraska-Lincoln)
Provide online tutorials on how to do library research. At a minimum, develop some basic materials to enable users to become effective library and Internet users from a distance. Ideally, go beyond offering basic instruction in research to providing complete online tutorials that enable students everywhere to develop information competence (sometimes called “information literacy.”) Instruction in information literacy enables people to identify the critical and analytic skills they need to find, evaluate, use, and communicate information effectively in this age of information proliferation. (California Polytechnic State University, San Luis Obispo)
Features
to Consider
Online
electronic reserves. Libraries can
work with instructors, especially of online
courses, to scan in materials for reserve. Students
can then access these materials via the Internet. (Arizona State
University)