The document discusses ways that libraries can bridge the gap between synchronous traditional library services and asynchronous distance learning. It proposes using both synchronous technologies like VOIP-based instant messaging and asynchronous methods like creating screencasts and interactive online tutorials. These new services could help libraries provide direct access to distance learners as recommended by ACRL guidelines. The document advocates for libraries to focus on services like VOIP chat, screencasts on specific subjects and resources, and engaging online tutorials to meet the needs of asynchronous distance learners at the university.

1. BRIDGING THE GAP: Synchronous and Asynchronous Library Services for Distance Learners Melissa McCush March 5, 2009 Norwich University

2. INTRODUCTION ACRL Guidelines for Distance Learning Library Services, Bill of Rights for the Distance Learning Community: “ Direct Human Access: Direct human access must be made available to the distance learning community through instruction, interaction, and intervention from library personnel.”

3. AT ISSUE Nature of distance education is asynchronous Nature of traditional library services is synchronous How can we bridge the gap?

4. SYNCHRONOUS Distance Education Chat room services Videoconferencing (Instructor-led) Virtual communities Voice tools Traditional Library Services Instant messaging (Web-based) In-person reference/instruction One-on-one phone calls New Library Services? Instant messaging (VOIP-based) Videoconferencing (librarian-led) Co-browsing

7. ASYCHRONOUS Distance Education Discussion boards Structured tasks Email Learning at one’s own pace Traditional Library Services Websites Blogs Email/Mail/Fax Research guides New Library Services? Screencasts (Subject-specific) Interactive online tutorials Embedding (in CMS)

9. SERVICE OPTIONS - SYNCHRONOUS Phone assistance In-person assistance Video conferencing Co-browsing Virtual assistance Web-based IM VOIP-based IM In place Infeasible Feasible? Skype - Ohio University Feasible? Morris Msgr - SIUC Feasible Meebo (In place) Skype/Wimba

10. SERVICE OPTIONS – ASYNCHRONOUS Blogs Research guides Screencasts Embedding Interactive online tutorials In place In place In place, plus Subject- and resource-specific needs Feasible? Blackboard - CCV Feasible Flash/HTML Video

11. SERVICE FOCUS FOR NORWICH Synchronous VOIP-Based IM Asynchronous Screencasts Interactive online tutorials

12. VOIP-BASED IM Available through Skype or Wimba Collaboration Suite Skype Speech and text Videoconferencing Wimba Classroom Speech and text Videoconferencing Interactive environment

13. BENEFITS Auditory clues present Eliminates long-distance calling Allows for group/class conferencing Accessible to persons with disabilities

14. SCREENCASTS Increasingly widely-used technology Library-created Database vendor-created Wide range of coverage Introductory Subject-specific Resource-specific

15. BENEFITS Creates immediacy between user and creator Adaptable to local, distance users Accessible to persons with disabilities System requirements often low Mountable on different devices Addresses multiple learning styles

16. INTERACTIVE ONLINE TUTORIALS Large variety available Focus varies Distance user needs Information literacy Search techniques Engaging, interactive when not primarily text-based

17. BENEFITS Replacement for face-to-face instruction Pace of instruction set by student Repeatable (not “one-shot”) Provides instant feedback Reduces uncertainty Structured (hierarchical, step-by-step)

18. ISSUES System requirements Dial-up users Technical expertise Bandwidth Marketing Usability Instructor support

19. IMPLEMENTATION Integration of new services into SGS gateway Locally created tutorials Screencasts of subject- and resource-specific needs Establish Skype/Wimba Classroom hours

20. CONCLUSION Utilize synchronous/asynchronous methods of delivery Technology allows libraries to “bridge the gap” Focus on extensibility and accessibility

21. SOURCES ACRL. (2008, July 1). Standards for distance learning library services . Retrieved March 1, 2009, from http://www.ala.org/ala/mgrps/divs/acrl/standards/guidelinesdistancelearning.cfm . Booth, C. (2008, Jan. 9). Reconstituting the video kiosk. Message posted to http://infomational.wordpress.com/ . Brumfield, E. (2008). Using online tutorials to reduce uncertainty in information seeking behavior. Journal of Library Administration, 48 (3), 365-377.

22. Dewald, N., et al. (2000). Information literacy at a distance: Instructional design issues. Journal of Academic Librarianship, 26 (1), 33-44. Graves, S., & Desai, C. (2006). Instruction via chat reference: Does co-browse help?. Reference Services Review, 34 (3), 340-357. Matthew, V., & Schroeder, A. (2006). The embedded librarian program: Faculty and librarians partner to embed personalized library assistance into online courses. EDUCAUSE Quarterly, 29 (4), 61-65. Tucker-Raymond, C. (2005, Dec. 16). Is co-browsing dead? 3 out of 5 librarians agree. Message posted to http://www.oregonlibraries.net/staff/ .