Breakthroughs in DE: How has technology changed this landscape?

In the third chapter of Sharon G. Almquist’s, “Distributed Learning and Virtual Librarianship” Leora M. Kemp refers to a Library Journal webcast in which co-presenter Rob Mercer cemented two very critical points concerning distance learning: (a) that the internet has changed everything, and (b) that today’s library is user-driven.  Although the webcast is already a few years old, these types of trends have continued to gain momentum and, arguably, can be identified in all areas of librarianship.  

In terms of the internet’s effect on distance learning, it is no secret that online capabilities have immensely furthered the educational opportunities available to remote students.  Even in terms of more general functions such as course registration, tuition payments, etc., it is clear that (despite technical difficulties) the internet has enhanced the accessibility and convenience of the student experience.  Though an internet-fueled education is now fairly common among post-secondary institutions and even some elementary and high schools, the way distance learning is being conducted continues to evolve as technologies become smarter, sleeker and increasingly essential within present day society.  

The birth of the SmartPhone, for example, has given users a new way to access online content.  To provide a personal example, it was only moments ago that I had to rely upon my own Blackberry for some academic-related assistance.  Over the past couple days, I have been away from my temporary homebase of London, returning to my original locale of Winnipeg to spend time with friends and family over Reading Week.  Though I arrived at the University of Winnipeg bright and early this morning with every intention of updating my blog and getting some work done, as soon as I booted up my laptop, I noticed that my regular “visitor” internet connection was no longer available on the network!  Instead, the only connection options required both passwords and a student log-in – neither of which were provided or relevant for me.  

However, using my SmartPhone, I was able to find a few helpful resources.  I discovered that the public library, which also offers wireless, opens at 10am, and luckily, is only a couple blocks away from my current location.  I also discovered that, if I was incredibly patient, I could always wait around until 12pm, at which time the University library would open up, allowing me to voice my concern with someone face-to-face.  Additionally, I also found a pdf document online providing a network password for UW students, though additional student ID was required in order to fully gain internet access.  If I was a still a student here however, this last finding would probably be extremely helpful, and, without an internet-capable SmartPhone, could not have been realized.  

(As a side note, I would also like to point out that it would be even more helpful if the library website supplied a password for guest users…as it would’ve saved me some time, in addition to a bitterly cold walk over to the public library.  Although the public library also has a password for its internet connection, this access code is posted all around the branch, especially by the reference desk, making it easily accessible for users, even if a librarian is not physically present).  

Anyways, my original point was that SmartPhones, at least in my experience, seem to be becoming increasingly important in the process of knowledge acquisition – especially within post-secondary institutions.  During my co-op this past summer, for example, one librarian began creating “mobile-friendly” online subject guides.  Though the guides were built on a computer using a specific template, the librarian I worked with made sure to employ thin columns and short streams of text on her pages, allowing the guide to be displayed more neatly on the SmartPhones’ narrow screens, making it easier for users to read or scroll through information.  

Another collaboration between academics and SmartPhones was found in an article I came across this past fall, entitled “M-learning in Distance Education Libraries: A Case Scenario of Indira Gandhi National Open University” by Seema Chandhok and Parveen Babbar.  In the article, Chandhok and Babbar note that technology-driven resources for distance education are continuing to expand, deeming mobile devices a viable option for remote learning.  The idea of mobile learning (often referred to as “m-learning”), is an initiative that has taken off in India, fueled by the prominence of cell-phone-bearing students.  Drawing on this new learning strategy, Chandhok and Babbar explain that, “any information that is provided on the mobile device can be accessed by…learners,” including, but not limited to course materials and video lectures, all of which can be downloaded onto mobile devices and accessed as needed.  

Similarly, North American institutions such as the University of Waterloo are also beginning to see the potential role of SmartPhones in distance learning, as evident through pilot programs such as this one: http://ca.blackberry.com/newsroom/success/UofWaterloo_BCS.pdf    

Kind of excited to see where these new learning tools will take us, both as students and as librarians. Who knows what the future has in store!

e-books, e-books, e-books

Finally back from Toronto and, after a chance to settle in again after my travels, I have returned to the blogosphere with another post.  As an attendee of this year’s OLA Super Conference, the past few days have been eye-opening, inspiring and overall, incredible.  Many of my sessions led me to think critically about the profession and discover the types of issues that I will confront in the library environment – many of which pertained to the current and future roles of the distance user, both as a general learner and as a library patron specifically. 

One session I attended addressed the topic of e-books within the public library.  During this time, representatives from Toronto, Vancouver and Hamilton public libraries were all present, each offering information on their current position with e-books and how the challenges of these new e-resources were being dealt with in a library setting.  This presentation included some interesting statistics on e-book usage from patrons – a welcome background for someone who is currently not employed in a public library, such as myself, and thus, does not see the effects of e-books on a daily basis. 

The presenters also talked a lot about the publishing industry, drawing on the difficulties that exist with many of the larger companies.  Though Harper Collins Canada is willing to provide e-books, their capacity (26-uses-per-title) is creating a strain on the public library system’s budget.  Penguin’s choice to start restricting e-book access to libraries also caused some difficulties, though the publishing companies that blatantly refused to sell to libraries at all arguably created the largest challenge.  The opinions of independent publishers were also discussed, along with concerns about the Overdrive system (an e-book distributor used by most public libraries).  Though a lot of information was given during this session, I felt it was organized in an easily accessible way.  Additionally, this session was highly prevalent to the future of public libraries, and therefore, was one of my favorites during my time at OLA. 

While reflecting on this session, however, I couldn’t help but become frustrated.  The idea of purchasing an e-book and allowing a patron to borrow it seems like such a straightforward concept.  Ironically, the public libraries’ current position with publishing companies, accessibility, finances and e-book distributors demonstrates that librarians will have a challenging year ahead of them.  Though I know many people (non-librarians) have speculated that e-resources will eventually make libraries obsolete, this session enforced the idea that this is not the case.  From the presentation, it was clear that librarians are dedicated to gaining additional access to e-books, in order to ensure that their patrons remain satisfied and that these challenges have not led to closed doors, but instead, opportunities for further discussion.

As library materials, e-resources are highly useful for distance learners, given their ability to be accessed remotely.  The efficiency of e-books was highlighted by one speaker in particular, who drew attention to the time and effort saved through this new media.  If a hold is placed on a print book, there is a huge delay between the time it is returned by one user and deposited into the hands of the next.  The book is usually sent to the main library, where it is sorted, before being redistributed to the new patron’s branch of choice.  In addition, the patron may not travel to the library to pick up their hold until 3 or 4 days after it has arrived, making the delivery process even longer.  However, the arrival of e-books has completely changed this process.  In the case of Vancouver Public Library, an email is sent to a patron, explaining that their e-book hold is ready for pickup.  They are given 3 days to collect their item before it continues circulating.  As a former library employee who has physically transferred giant boxes full of books from one location to another, I am extremely appreciative of this advancement.  Additionally, I can understand how patrons will benefit from a stronger and more effective e-book collection, especially as remote users.  

I wish the current librarians out there the best of luck with upcoming negotiations.

Update from Toronto: Thoughts on Buck & the Distance Student Experience

One of the great things about blogging is that, given the aids of a functional laptop and available internet access, updates can be carried out anytime anywhere.  For example, though I usually update from my home base in London, today I am posting from Toronto, where I am currently situated while attending my first-ever Ontario Library Association (OLA) super conference.  Though it is difficult to find a free moment of uninterrupted time during this busy, but so-far enjoyable experience, I felt I should devote at least a few minutes to a valid blogging update. 

First of all, though slightly overdue, I figured it would be useful to reflect on the Stephanie Buck article, “A Distance Education Librarian Becomes a Distance Education Student.”  In reading about Buck’s experiences, I immediately developed a sense of empathy.  Through entering the world of distance learning from the student perspective, Buck (2011) asserts that she, “gained a better understanding of the issues that distance education students face and how the library can help them” in her role as a library professional (1).  Similarly, I am also in the process of exploring both sides of the distance learning experience. 

Over the summer, my co-op placement as a reference librarian at an academic library gave me an opportunity to work with distance users on a fairly regular basis.  By fielding reference questions via the media of phone, email and chat, I was exposed to the needs of distance students, provoking me to consider the best ways to assist them without face-to-face contact.  Having never participated in distance learning myself, it was sometimes difficult to discern the effectiveness of my reference approaches and responses, making my current role as a distance student a highly valuable one.

In addition, the article made me think critically about distance librarians.  Though Buck’s institution is fortunate to have a distance librarian who cares enough to further their learning about distance users, what about the distance librarians who don’t go to such lengths?  More importantly, what about institutions that don’t have a librarian who possesses the “distance education librarian” title?  During my undergrad, I studied at a smaller school, serving approximately 9, 200 students.  Though the school itself had adopted and run a distance program for many years, its library had no employee devoted to the needs of these users.  I feel this is a problematic approach, given that remote students deserve the same attention as the on-campus population, but may require information in alternative methods, and therefore, need a librarian who understands how this information can be relayed in the most compatible way.

Though I’d like to write more, given a busy schedule over the next few days, I will temporarily sign off.  Wishing everybody a good week.  More on the OLA experience to follow…