1. Lindsey Martin Meeting the challenges of e-learning: achieving and maintaining an e-ethos in an academic library ALDP April 2007

2. Aims and Overview Focus upon the strategic approach to embedding e-learning within an academic library service and its maintenance: Defining e-learning Impact of e-learning on libraries and job roles The Edge Hill context Role of leadership, strategy and vision The strategy in action Reviewing the strategy Next actions

3. ‘Any technologically mediated learning using computers, whether in a face-to- face classroom setting or from distance learning’ (University of South Dakota) Defining e-learning

4. Early initiatives not led by librarians Largely focused at short-term, local project level But offering new opportunities for collaboration across services Evidence of increasing involvement in technical support, learner support, discovery & embedding of e-resources, instructional design and e-tutoring Impacting on roles across the library – subject librarian, front-line support, collections Impact of e-learning on libraries and job roles

6. Role of leadership, strategy & vision Organisational readiness for e-learning requires leadership that visibly values and encourages learning Dean and senior management team’s vision was to engender an e-ethos that enthuses and equips staff at all levels with necessary skills Central is embedding e-learning opportunities within the staff development programme and within everyday working practices of all staff Staff would develop their roles where appropriate Purpose is the benefit of learners who have access to skilled and knowledgeable support staff at point of need

7. Staff development is consciously planned Inclusive approach - staff at all levels Introduce e-learning from day 1 Future needs are identified Performance review and communication channels Through restructuring, changing roles and teams Providing a baseline of knowledge and skills for all staff ProVIDE (staff induction and information base) Supporting Online Learning (4 week online module) Beyond the baseline Customer Care module for all staff Other staff development opportunities dependent on job role Experiential learning through small project work The strategy in action

8. The Baseline: ProVIDE

10. The Baseline: Supporting Online Learning

13. Staff enthusiasm for e-learning has diminished Engagement with e-learning is inhibited by lack of understanding of the demands of e-environment Completion rates reduced Online products and process remained the same Hypothesis: there is a gap between the rhetoric around the e-ethos and the reality for staff across the service Action research would enable me to explore this gap and determine how rhetoric and reality might become more closely aligned Reviewing the strategy

14. Review of past e-learning modules and staff development activities Qualitative and quantitative data from WebCT use Module evaluations and completed portfolios Questionnaire to elicit attitudes to e-learning, personal skills assessment and their view of where e- learning sits in relation to job role Reflecting on my delivery of an online module Maintaining a reflective journal of my experiences during the reconnaissance Reconnaissance

15. Our vision of an e-ethos is unpublished – there is no continuing point of reference Supporting material e.g. pre-module information has not been treated as part of the learning process Staff perceive e-learning as less effective than face to face Little marketing of e-learning staff development Baseline skills for e-learning had not been defined E-skills and competences for specific roles have not been identified Staff complained of lack of time to complete online modules Staff report lack of opportunities to follow up what was learned Line managers and supervisors not engaging with the notion of e-ethos Findings

16. Marketing and communication: publishing and promoting the vision Audio/video/print of vision for ProVIDE Review all pre-module communications focusing on value rather than content Newsletter for staff Face-to-face awareness-raising sessions to explore and improve perceptions Marketing to be a rolling programme targeted to various stakeholders Actions identified: theme 1

17. Articulating and communicating e- skills and competencies Baseline competencies tested and refined Front-line staff competencies tested and refined Consultation process prior to implementation Actions identified: theme 2

18. Management issues around e-learning Promote value of e-learning to line managers and supervisors Senior management to communicate their expectations concerning the promotion of an e-ethos and how staff participating should be supported Review locations available for staff to undertake e-staff development Actions identified: theme 3

19. The role of leadership, strategy and vision is essential for cultural change Over time sustainability of an e-ethos may wane Requires continuing communication of the vision and senior management’s expectations around engagement with e-learning Continuing promotion of the value of e-learning is crucial Action research can be ‘messy’ but provides a richer insight than evaluation alone Lessons learned

20. Lindsey Martin Information & Research Co-ordinator (Arts & Sciences) Learning Services Edge Hill University United Kingdom martinl@edgehill.ac.uk Contact