1. www.bournemouth.ac.uk Integrating Electronic Resources into the Virtual Learning Environment: Work in Progress at Bournemouth University Library Jill Beard David Ball Kathryn Cheshir Barbara Newland HEA Pathfinder Cluster Group meeting Plymouth November 8 th 2007

2. www.bournemouth.ac.uk 2 Digital Natives – Digital Immigrants Based on Prensky (2001) and Jukes and Dosaj (2006) Digital NativesDigital Immigrants Parallel process and multi-taskSingular process and single or limited task Prefer picture, video and sound to textPrefer text to picture video and sound Random access to interactive mediaLinear, logical sequential access Interact/network simultaneously to manyInteract/network simultaneously to few Comfortable in virtual and real spacesComfortable in real spaces Prefer interactive/network approach to workPrefer to work independently Prefer multiple multi media information sources (rapid) Prefer slow controlled information release (limited sources)

3. www.bournemouth.ac.uk 3 Popularity of ‘e’ Exponential growth of and access to e- resources Information can be accessed from anywhere at any time - convenience Digital natives are enthusiastic adopters Academic collections no longer limited to what can be housed in library buildings

4. www.bournemouth.ac.uk 4 What does it mean for us? How can we ensure that the needs of the all students are met? How can we encourage both digital natives and digital immigrants exploit the resources available to them? VLE as transformational technology

5. www.bournemouth.ac.uk 5 Bournemouth University Library Over 80% access information from home 60% of overall Library budget spent on electronic resources 29,000 e-journals & 40,000 e-books Granular and selective, e-journal “package” E-book seen as a form in its own right not an e-version of a text book

6. www.bournemouth.ac.uk 6 Hard-copy and electronic usage

7. www.bournemouth.ac.uk 7 myBU Opportunity to deal with some long running challenges Improve the Library web site with the Bb Library tab – interaction; Web 2.0 Inefficient searching – mySearch a federated search tool Reading Lists – integration of all resources at unit level Exam Papers – available to all at unit level eReserves – materials in highest demand at unit level BURO – the institutional repository

8. www.bournemouth.ac.uk 8 Library Tab & mySearch

9. www.bournemouth.ac.uk 9 Help and advice

10. www.bournemouth.ac.uk 10 Reading Lists Reading lists available on Library Management System for a number of years Needed to enhance with live links to ‘e’ Needed to re-engineer working processes New life into a moribund tool satisfying the student demand for access to a meaningful reading list chosen by their academic tutors

11. www.bournemouth.ac.uk 11 Exam Paper Folder Structure

12. www.bournemouth.ac.uk 12 MyBU Survey results 2006-7 Features Used% Announcements75% Unit Materials95% Online Discussions14% Online assessments or Quizzes14% Library Reading Lists43% Other weblinks to resources30% Past Exam Papers48% Student Support Resources19%

13. www.bournemouth.ac.uk 13 Short Loan and eReserves CLA Scanning Licence Item must be owned by the University Item must be published in the UK eReserves Unit Leaders informed when article has been scanned Link made from unit in myBU to eReserves folder Timed Release

14. www.bournemouth.ac.uk 14 Scanned totals @ 3rd November 355 items with 425 deployments 132 – Business School (plus 25 Law items) 61- Health and Social care 55 – Media School 48 – Services Management 33 – Conservation Sciences 1- Design Engineering and Computing

15. www.bournemouth.ac.uk 15 e-Reserves Storage on myBU

16. www.bournemouth.ac.uk 16 Scanning – lessons learnt IssuesSolutions Scanning sometimes produces very large files causing to downloading problems for students off-campus Adobe software purchased to allow us to reduce file sizes Accessibility issues highlightedProcedure put in place to support students with Additional Learning Needs

17. www.bournemouth.ac.uk 17 e-Res (HEA funded 2007-8) eRes project aims to enhance the student learning experience by developing and disseminating: innovative pedagogical frameworks which bring together learning activities and academically led quality e- resources within the unit of study an e-reading strategy which encompasses models for resource discovery and e-literacy guidelines on the appropriate support required by academics from librarians, staff developers and learning technologists http://www.bournemouth.ac.uk/eds/eres/

18. www.bournemouth.ac.uk 18 Collaborative learning Online discussions based on e-resources Group-produce wiki E-tutoring E-resources e.g. short loan e-journals e-books Reflection Use of blog tool during PBL activities Critical thinking E-Reading Strategy; social bookmarking activities Other New ways of working in a 100% online resource environment Role of e-resources in a block teaching approach Problem based learning Use of blogs, wikis and discussion boards for group PBL work, to include sharing e-resources Social construction of knowledge Social bookmarking activities; wikis Assessment Publisher-provided content for formative/ summative assessment Student learning experience

19. www.bournemouth.ac.uk 19 e-Res Confirmed Case Studies Online discussion based on a selected e-journal article Groups create a wiki which is used as the basis for a seminar presentation Development of self-managed activities using online resources to develop staff expertise in e-tutoring New ways of working between academics, librarians and students in a 100% online resource environment Use of blogs, wikis and discussion boards for group PBL work, to include sharing e-resources Social bookmarking to share health-related resources Use of publisher-provided online content to create self-managed learning packs incorporating formative and summative assessment E-reading strategy

20. www.bournemouth.ac.uk 20 e-Res Potential Case Studies Unit blog to comment on online articles, and to help students prepare for seminar presentations Role of e-resources in a block teaching approach Assessed online discussions which require students to provide references to resources and demonstrate their relevance e-assessment using publisher-provided content

21. www.bournemouth.ac.uk 21 Next step for majority Academics will use reading lists and update them E-learning activities using quality e-resources becomes the next step forward for majority of academics Engage Net Gen students

22. www.bournemouth.ac.uk 22 Conclusion “ Only by understanding the Net generation can colleges and universities create learning environments that optimize their strengths and minimise their weaknesses” (Oblinger and Oblinger 2005) Discontinuity is here to stay between net gen natives and the digital immigrants How can we provide an environment and resources to satisfy all Engaging majority of academics BU project eRes is a step towards meeting the challenge

23. www.bournemouth.ac.uk 23 References Beard, J. et al., 2007. Integrating e-Resources within a University VLE. Library and Information Update, 6 (4), pp. 35-37. Belanger, J. 2007. Cataloguing E-books in UK Higher Education Libraries: report of a survey. Program, 41 (3), pp. 203-216. Block, R. Apple to do eBooks? [online], Engadget. Available from: http://www. engadget. com/2006/07/22/apple-to-do-ebooks [accessed 8th August 2006].http://www. engadget. com/2006/07/22/apple-to-do-ebooks Davy, T., 2007. E-textbooks: opportunities, innovations, distractions and dilemmas. Serials, 20 (2), pp. 98-102. Everett, R., 2002. MLEs and VLEs explained. JISC, London. Available at: http://www. jisc. ac. uk/index. cfm?name=mle_briefings_1.http://www. jisc. ac. uk/index. cfm?name=mle_briefings_1 Hernon, P. et al, 2007. E-book Use by Students: undergraduates in economics, literature and nursing. Journal of Academic Librarianship, 33 (1), pp. 3-13. Jukes, I. and Dosaj, A., 2006. Understanding Digital Kids (DKs): teaching and learning in the new digital landscape. The InfoSavvy Group. Liu, Z., 2005. Reading Beahvior in the Digital Environment: changes in reading behaviour over the past ten years. Journal of Documentation, 61 (6), pp. 700-712. Newland, B., 2003. Evaluating the Impact of a VLE on Learning and Teaching. EDMEDIA World Conference on Educational Multimedia, Hypermedia and Telecommunications, Hawaii, USA. Newland, B. et al., (2004). VLE Longitudinal report, duo (Durham University Online) 2001 – 2003, Bournemouth University Newland, B., Jenkins, M. and Ringan, N. 2006. Academic Experiences of Using VLEs: overarching lessons for preparing and supporting staff. In O’Donoghue, J., ed., Technology Supported Learning and Teaching: A Staff Perspective, Information Science Publishing, London, Oblinger, D.G. & Oblinger, J.L. (2005) Is it age or IT: first steps towards understanding the Net generation. In:Educating the Net Generation [online]. Educause. Available from: http://www.educause.edu/educatingthenetgen/. [Accessed 12 May 2007] Parkes, D., 2007. E-books from Ebrary at Staffordshire University: a case study. Program, 41 (3), pp. 253-261. Prensky, M., 2001. Digital Natives, Digital Immigrants. On the Horizon, 9 (5), pp. 1-6. Tenopir, C., 2003. Use and Users of Electronic Library Resources: an overview and analysis of recent research studies. Council on Library and Information Resources, Washington. Available at: http://www. clir. org/pubs/reports/pub120/pub120. pdf.http://www. clir. org/pubs/reports/pub120/pub120. pdf Woodward, H., 2007. The National E-Books Observatory Project & the UK Academic Vision for E-Books. JISC National E-Books Observatory Project. Avalable at http://www.jiscebooksproject.org/archives/62.http://www.jiscebooksproject.org/archives/62