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Library Instruction forDistance Students:Learning from Past Experiences
Rae Jesano, George Hack, Nancy Schaefer,Linda Butson, Mary Edwards, Nita FerreeHealth Science Center LibrariesUniversity of Florida
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Library Instruction forDistance Students
Background on Distance Learning Historical perspectives Current activities Future plans Conclusions
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Degree Programs Served
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1996 1997 1998 1999 2000 2001 2002 2003 2004
Pro
gram
s se
rved
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Current UF Distance Programs
Audiology Forensic Sciences Forensic Toxicology Nursing Occupational Therapy Working Pharmacist PharmD Traditional PharmD at Remote Sites
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UF Distance Programs:Future Plans
More programs Physical Therapy Public Health
Broaden geographical scope Gain accreditation in other states Globalization
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Library Instruction:Historical Perspectives
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Face-to-Face Instruction Types
On-campus orientations Off-campus orientations
Problems On-campus
Information overload for students Lack of time
Off-campus Coverage for traveling librarian
Both Inconsistency
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Program or Course Pages Links to HSC Libraries’ website Electronic handouts or documents Problems
Out of date/incorrect information Librarian couldn’t update information Librarian couldn’t access information
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Library-Hosted Tutorials & Help In conjunction with face-to-face Standard help sheets, webpages
and tutorials Problems
Not linked to program/course pages Students unaware of existence
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Course Integrated Video Stream
Course integrated videotaped lectures 55 minutes
Problems No direct video feed to computer Too long
Students didn’t watch or understand Demonstrated by student questions
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Course IntegratedNarrated PowerPoint
Labor intensive Too long
Students didn’t watch or comprehend Spent time answering basic questions Answered questions covered
Students had trouble printing out for reference
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Library Instruction: Current activities
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Distance Learning Librarian
Works with Liaison Librarian, Program Faculty and Library’s Education Coordinator
Distance Learning Portal General information Links to HSC Libraries’ tutorials Program-specific pages www.library.health.ufl.edu/distance/
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Education Coordinator PhD - Educational Technology Coordinates with librarians and faculty Works with librarians
Technology Instructional design
Creates packaging for tutorials www.library.health.ufl.edu/george/OT/
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Online Flash Tutorials Modular
Program/Course Integrated General Library tutorials
Advantages Easier to navigate More appealing to students Easier to update
Disadvantage Initially time-intensive to create
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Library Instruction: Future Plans
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Modular Instruction
Breaking down large units into chunks Gives learners more control of time Gives learners control of sequence Learners can skip previously mastered
skills
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Increase Interactivity Increase navigation controls during online
presentations Require learners to navigate through
tutorials instead of only viewing Limit the use of passive delivery such as
slideshows, streaming video, or static screenshots coupled with text
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Distributed Practice Skills must be practiced over time to
maximize learning Avoid the one-shot orientation to using
library resources Develop skills over time with a
combination of online tutorials and other asynchronous methods
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Simplify Learning Objectives Don’t try to teach higher level skills
before learners are ready Online tutorials should focus on the
lower level cognitive skills Higher level skills should be taught
through human interaction, instead of interaction with technology
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Conclusions
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Conclusions Library instruction for distance learners is a
constantly evolving product We need to rely on all our resources
Personnel and new technology We need to continue to evaluate this service
based on feedback and student questions
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Rae Jesano MSLS, AHIPHealth Science Center LibrariesPO Box 100206University of FloridaGainesville, FL 32610-0206Phone: [email protected]