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Meeting the Library Needs of Extended Education Students
 

Meeting the Library Needs of Extended Education Students

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Outline of who distance/extended education students are and how to connect them to library resources.

Outline of who distance/extended education students are and how to connect them to library resources.

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    Meeting the Library Needs of Extended Education Students Meeting the Library Needs of Extended Education Students Presentation Transcript

    • Meeting the Information Needs of Extended Education Students Presented at Western Washington University J. Gabriel Gossett September 3, 2009
    • Presentation format Three parts Who extended education students are Challenges in delivering instruction and support How to meet the challenges
    • Who extended education students are Working professionals Cannot take time off for school Older students Unemployed seeking to gain marketable skills People who do not primarily identity as students Students from traditionally underrepresented backgrounds Students unable to be on campus for a variety of reasons Students living in rural areas Disabled Military Prisoners Traditional students seeking course flexibility
    • The extended education student mindset Goal-oriented learners , those who use learning to achieve specific objectives, such as gaining certification for a specific job, learning better business practices, or following an interest. Activity-oriented learners, those who participate primarily for the sake of the activity itself or to join a group. Learning-oriented learners, those who pursue learning for its own sake, the lifelong learners.
    • Characteristics of older students Want courses with relevancy Readiness to learn is associated with developmental tasks and social roles Appreciate collaborative learning environments: involvement in planning and diagnosis of needs Need to be shown respect based on their place in life They bring a diversity of experiences Self concept tends to move from a dependent personality to one that is more self-directed
    • Challenges Physics! Space (distance): Content delivery, feelings of isolation Time: limited support services, outside demands Discomfort with technology Translating classes to online environments Different mediums require different methods Faculty motivation Student anxieties Capability Fitting in Unusual academic history Variety of backgrounds and expectations
    • Meeting the challenges Networking and advocacy Establish relationships Students Administration Faculty Other librarians Be a voice for student needs to administration Ensure that funding and time are sufficient for needs Make sure that objectives are achievable
    • Meeting the challenges Market and streamline services Indicate to students that you are committed to their academic success Make sure that online resources provide equitable access through clean Web sites and usable tools Work at embedding resources into courses Tailor library instruction to specific assignments
    • Meeting the challenges Evaluate user needs Dialog with students and instructors Assess library instruction through surveys Focus groups: involve students and faculty in the assessment process since they are major stakeholders in their education and how it should be delivered Find or gather information on use How often are print and electronic reserves used? Who is using the resources and who is not? What are impediments to use of library resources? Are desired outcomes being achieved?
    • Meeting the challenges Be accommodating The librarian and library must be as accessible as possible It is important to plan ahead for contingencies Spend the time to listen and engage students and faculty It should not all be digital Students have a variety of learning styles Make sure policies are up to date Sense of humor
    • Meeting the challenges Look for future opportunities Stay current on technology that might better serve students and faculty Learn about successes at other institutions Work with other institutions to achieve goals Public libraries Community colleges
    • Questions? Comments?
    • Sources Consulted Allen, Isabel Elaine, and Jeff Seaman. Staying the Course: Online Education in the United States, 2008. Needham, MA: Sloan Consortium, 2008. Mahoney, Patrick. Distance Learning Library Services: The Tenth Off-Campus Library Services Conference. Binghampton, N.Y.: Haworth Information Press, 2002. Moore, Michael G. and William G. Anderson. Handbook of Distance Education. Mahwah, N.J.: L. Erlbaum Associates, 2003. Murphy, Dennis R. Memo: Preparation of a White Paper on Extended Education and Summer Programs (EESP). Memo to Dr. Terrell Williams. 28 July 2009. Neidorf, Robin. Teach Beyond Your Reach: An Instructor's Guide to Developing and Running Successful Distance Learning Classes, Workshops, Training Sessions, and More. Medford, N.J.: CyberAge Books, 2006. Qureshi, E. "An Interesting Profile-University Students who Take Distance Education Courses Show Weaker Motivation Than On-Campus Students." Online Journal of Distance Learning Administration 5.4 (2002) Sankey, Michael and Rod St. Hill. "Ethical Considerations in Providing Distance Education in the Light of Massification." Lifelong Learning: Reflecting on Successes and Framing Futures : Keynote and Refereed Papers from the the 5th International Lifelong Learning Conference, Yeppoon, Central Queensland, Australia, 16-19 June 2008. Ed. Debbie Orr. Rockhampton, Qld: Central Queensland University, 2008. "Standards for Distance Learning Library Services." Association of College and Research Libraries. 31 August 2009 <http://www.ala. org/ala/mgrps/divs/acrl/standards/guidelinesdistancelearning.cfm>