Ken Burhanna Head of Instructional Services Kent State University Librarieshttp://www.slideshare.net/kburhanna/dlig-2012-w...
1.   Vision2.   Leadership/Planning Strategies3.   Key Challenges4.   Discuss the Library’s Role in DL
1. Leonardo Da Vinci
2. Socrates
3. Thomas Edison
4. Homer
Ken Burhanna
Libraries can make key contributions to the success of distance & blended courses by integrating our services, expertise a...
Three Questions guide our work.
1.   How do we connect to library     services & resources in online     courses?
2.   How can we create & deploy     online learning strategies to     support information literacy-     based learning out...
3.   Can we identify & invest in     needed content resources (some     investment has already been made)?
Subject Librarians
Strategic Plan to Support Distance LearningStrategic Goal 2. Enhancing academic excellence & innovationAcademic Affairs St...
Spring 2012•   About 25% of students took at least one    online course.•   Enrollment increased over 80% from spring    2...
   Head, Instructional Services   Library Dean   Associate Dean for Public Services   Head, Access Services   Assista...
   Vice-Provost for Extended Education   Executive Director Continuing Studies   Head, Center for Digital Pedagogy   A...
Helpful                        Harmful                                   To achieving the objective    To achieving the ob...
Helpful                        Harmful                    To achieving the objective    To achieving the objective        ...
(Lewin 1943)
Driving Forces   Restraining ForcesUniversity Strategic      Uneven Tech Skills      GoalsStrong Information         Lack ...
HIGH                   Plan to do      Do ImmediatelyIMPACT                 Forget about it     Consider         LOW      ...
HIGH                -Reform copyright policies   -Develop librarian skills                -Hire InstDesign Librarian   -Cu...
 Share the Vision    • With colleagues    • With leadership    • By giving presentations Create Core Messages   • For in...
For the Internal Leader:I think the university’s investment in expanding online courses and   programs is a tremendous opp...
For the Subject Librarian Colleague:I’d like to discuss how we can support University’s new commitment to online   course ...
1.   Create strategic partnerships.2.   Develop support tools & resources.3.   Provide professional development     opport...
•   Office of Continuing & Distance Education    • VP for Extended Ed    • Director of OCDE    • Director of Ctr for Digit...
•Online Support Portalhttp://libguides.library.kent.edu/dlsupport•Guiding Questions Document•Growing library of learning o...
3 Big Questions
•   Provided professional development sessions on:    Online course development    Blackboard Learn Session    Copyrigh...
•   Word of mouth / leverage partnerships•   Internal conferences•   Internal publications•   Publicize successes.
•   More than doubled number of College    Writing course sections using online skill    modules & quizzes (88 to 249).•  ...
   Staffing   Staff Professional Development    ◦ 91.5% librarians received no training in      library school (Fritts a...
Cassner M. & Adams, K.E. (2008). “The Subject Specialist Librarian’s Role in Providing Distance    Learning Services,” in ...
Ken Burhannakburhann@kent.eduhttp://www.slideshare.net/kburhanna/dlig-2012-workshop-12880119
DLIG 2012 Workshop
DLIG 2012 Workshop
DLIG 2012 Workshop
DLIG 2012 Workshop
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DLIG 2012 Workshop

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Ken Burhanna's presentation for the 2012 DLIG Workshop: A Strategic Action Plan for Library Distance Learning Support.

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  • Vision for the Strategic Role of Libraries in Distance Learning.Leadership & Strategic Planning on Distance Learning Initiatives.Models for Guiding Documents & Online Support Tools.Awareness of Key Challenges for Libraries in Distance Learning.Browsing.
  • Vice-Provost for Extended Education: High level of buy-in. Sees the library as a critical support service in helping his efforts succeed.Executive Director Continuing Studies: Medium to high level of buy-in. Invites author and other library members to course-development meetings. Recognizes the important support role the library can play.Head, Center for Digital Pedagogy: High level of buy-in. Actively seeking collaborations with the library.Associate Director, Information Systems: Medium level of buy-in. Sees the library as a way of lightening the burden on his course-management staff. Is a alley to turn to make things happen.Manager, Course Management Services: High level of buy-in. Considers the library a partner. The library has recently done favors for her.Director, Faculty Professional Development Center: High level of buy-in. Actively refers people to the library. Has political issues on campus, but can still be a strong partner.Head, Educational Technology: High level of buy-in. Was instrumental in providing administrative access to librarians for course management system initially. Always is willing to collaborate and help out.Provost: ?
  •  It provides a framework for looking at the factors (forces) that influence a situation, originally social situations. It looks at forces that are either driving movement toward a goal (helping forces) or blocking movement toward a goal (hindering forces). The principle, developed by Kurt Lewin, is a significant contribution to the fields of social science, psychology, social psychology, organizational development, process management, and change management.
  • DLIG 2012 Workshop

    1. 1. Ken Burhanna Head of Instructional Services Kent State University Librarieshttp://www.slideshare.net/kburhanna/dlig-2012-workshop-12880119
    2. 2. 1. Vision2. Leadership/Planning Strategies3. Key Challenges4. Discuss the Library’s Role in DL
    3. 3. 1. Leonardo Da Vinci
    4. 4. 2. Socrates
    5. 5. 3. Thomas Edison
    6. 6. 4. Homer
    7. 7. Ken Burhanna
    8. 8. Libraries can make key contributions to the success of distance & blended courses by integrating our services, expertise and collections into online learning environments.
    9. 9. Three Questions guide our work.
    10. 10. 1. How do we connect to library services & resources in online courses?
    11. 11. 2. How can we create & deploy online learning strategies to support information literacy- based learning outcomes?
    12. 12. 3. Can we identify & invest in needed content resources (some investment has already been made)?
    13. 13. Subject Librarians
    14. 14. Strategic Plan to Support Distance LearningStrategic Goal 2. Enhancing academic excellence & innovationAcademic Affairs Strategy Map 2.7 Kent State Virtual (DL)Progress Indicator: Develop DL strategic and operations plans for all AA units.
    15. 15. Spring 2012• About 25% of students took at least one online course.• Enrollment increased over 80% from spring 2011 to spring 2012• Nearly 8% of all credit hours were taught online.
    16. 16.  Head, Instructional Services Library Dean Associate Dean for Public Services Head, Access Services Assistant Dean for Collections and Systems Instructional Services Team Subject Librarians
    17. 17.  Vice-Provost for Extended Education Executive Director Continuing Studies Head, Center for Digital Pedagogy Associate Director, Information Services Manager, Course Management Services Director, Faculty Professional Development Center Head, Educational Technology Provost?
    18. 18. Helpful Harmful To achieving the objective To achieving the objective Strengths WeaknessesExternal Origin Internal Origin Opportunities Threats
    19. 19. Helpful Harmful To achieving the objective To achieving the objective Strengths WeaknessesInternal Origin - Strong InfoLit identity - Lack educational design / - Strong relationships instructional design resources - Strong service orientation - Uneven comfort with - Strong, engaged librarians technology among librarians - Good examples of vertical - Lack consistent buy-in within integration curricula beyond 2nd yr Opportunities Threats - Online course build-out - Unclear top-down supportExternal Origin - New curricular opps (Kent - Library School InfoLit Courses Core, Experiential Learning) - We could be left behind - Gain exposure through new - Student perceptions in our communication resources Googlized world - Assessment of InfoLit
    20. 20. (Lewin 1943)
    21. 21. Driving Forces Restraining ForcesUniversity Strategic Uneven Tech Skills GoalsStrong Information Lack of Top Down Literacy Program Buy-InStrong Relationships Copyright Issues
    22. 22. HIGH Plan to do Do ImmediatelyIMPACT Forget about it Consider LOW HIGH EASE OF IMPLEMENTATION
    23. 23. HIGH -Reform copyright policies -Develop librarian skills -Hire InstDesign Librarian -Cultivate partnerships -Acquire online content -Integrate content -Develop grant program -Publicize servicesIMPACT - Develop subject-specific - Hold drop-in online online information literacy workshops for students. courses HIGH LOW EASE OF IMPLEMENTATION
    24. 24.  Share the Vision • With colleagues • With leadership • By giving presentations Create Core Messages • For internal leaders • For colleagues • Develop “elevator” speeches Create Guiding Documents • Guiding Questions Documents • Subject Librarian Handout • InfoLit Plan Handout
    25. 25. For the Internal Leader:I think the university’s investment in expanding online courses and programs is a tremendous opportunity for the library.As you know, it is a strategic goal for all units within academic affairs to articulate strategic and operational plans for distance education. As a support unit with our RCM environment, this is a great opportunity for us to prove our worth, but more importantly in my mind, it give us a chance to reaffirm what the library is all about and support student learning.Three overarching questions can guide our work: 1. How can we connect online courses to library services and resources? 2. How can we support information literacy learning outcomes within online courses? And 3. how can we provide digital content for online courses? By guiding faculty to answers to these questions, we can help realize the libraries’ mission and ensure we’re not left behind in the online environment.
    26. 26. For the Subject Librarian Colleague:I’d like to discuss how we can support University’s new commitment to online course development.I think it’s a great opportunity for us to have the conversations we always dream of having with our faculty colleagues about how the library can support student learning.I think it boils down to three overarching questions: 1. How can we connect online courses to library services and resources? 2. How can we support information literacy learning outcomes within online courses? And 3. How can we provide digital content for online courses?I recognize that as a group, we possess varying levels of comfort and expertise with technology, but by learning some new skills and sharing our experiences, I think we can start to make an impact on this new strategic initiative for the university.
    27. 27. 1. Create strategic partnerships.2. Develop support tools & resources.3. Provide professional development opportunities for subject librarians.4. Publicize / Communicate Vision.
    28. 28. • Office of Continuing & Distance Education • VP for Extended Ed • Director of OCDE • Director of Ctr for Digital Pedagogy• Information Services • Blackboard Adminstrator • Ed. Tech Team• Faculty Professional Development Center• College Writing Program• Other programs, departments & colleges
    29. 29. •Online Support Portalhttp://libguides.library.kent.edu/dlsupport•Guiding Questions Document•Growing library of learning objects
    30. 30. 3 Big Questions
    31. 31. • Provided professional development sessions on: Online course development Blackboard Learn Session Copyright issues online LibGuides (content management tool) Online Learning Tools (KSU Tube, Presentation Maker, etc.)• Guiding questions document• Individual consultations
    32. 32. • Word of mouth / leverage partnerships• Internal conferences• Internal publications• Publicize successes.
    33. 33. • More than doubled number of College Writing course sections using online skill modules & quizzes (88 to 249).• Librarians participated in 18 online course development meetings.• Customized library content placed in 7 online courses.• 5 librarians now have administrative access to course management system.• Contributed to approx. 425 course sections.
    34. 34.  Staffing Staff Professional Development ◦ 91.5% librarians received no training in library school (Fritts and Casey 2010) Copyright Policy & Support Steaming, Video Content Biting off more than you can chew
    35. 35. Cassner M. & Adams, K.E. (2008). “The Subject Specialist Librarian’s Role in Providing Distance Learning Services,” in Journal of Library Administration. 48: 391-410.Fritts J. & Casey A.M. (2010). “Who Trains Distance Librarians? A Study of the Training and Development Needs of Distance Learning Librarians” in Journal of Library Administration. 50:617-627.Lewin K. (1943). Defining the "Field at a Given Time." Psychological Review. 50: 292-310. Republished in Resolving Social Conflicts & Field Theory in Social Science, Washington, D.C.: American Psychological Association, 1997."Standards for Distance Learning Library Services", American Library Association, September 1, 2006. http://www.ala.org/acrl/standards/guidelinesdistancelearning (Accessed May 7, 2012) http://libguides.library.kent.edu/dlsupport http://www.slideshare.net/kburhanna/dlig-2012-workshop-12880119 http://www.library.kent.edu/skill_modules http://www.library.kent.edu/instruction
    36. 36. Ken Burhannakburhann@kent.eduhttp://www.slideshare.net/kburhanna/dlig-2012-workshop-12880119

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