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
Ken Burhanna Head of Instructional Services Kent State University Librarieshttp://www.slideshare.net/kburhanna/dlig-2012-workshop-12880119
1. Vision2. Leadership/Planning Strategies3. Key Challenges4. Discuss the Library’s Role in DL
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.
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.
Head, Instructional Services Library Dean Associate Dean for Public Services Head, Access Services Assistant Dean for Collections and Systems Instructional Services Team Subject Librarians
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?
Helpful Harmful To achieving the objective To achieving the objective Strengths WeaknessesExternal Origin Internal Origin Opportunities Threats
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
Driving Forces Restraining ForcesUniversity Strategic Uneven Tech Skills GoalsStrong Information Lack of Top Down Literacy Program Buy-InStrong Relationships Copyright Issues
HIGH Plan to do Do ImmediatelyIMPACT Forget about it Consider LOW HIGH EASE OF IMPLEMENTATION
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
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
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.
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.
1. Create strategic partnerships.2. Develop support tools & resources.3. Provide professional development opportunities for subject librarians.4. Publicize / Communicate Vision.
• 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
•Online Support Portalhttp://libguides.library.kent.edu/dlsupport•Guiding Questions Document•Growing library of learning objects
• 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
• 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).• 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.
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
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