FIL InterLend Conf 2-4 July 07 Distance learning for library and information management students Dr Christine Urquhart Department of Information Studies University of Wales Aberystwyth

FIL InterLend Conf 2-4 July 07 Introduction Distance learning at UWA Started in 1986 Getting on for distance learning students Undergraduate and postgraduate/PhD Organisation of support Information services Open Learning Unit Academic staff

FIL InterLend Conf 2-4 July 07 Presentation aims and objectives Aim To provide a different perspective on distance learning student support – a framework that enhances learning? Objectives Outline experience at UWA Discuss some of the issues Propose a communities of practice approach

FIL InterLend Conf 2-4 July 07 The first fifteen years… student UG programme (1995 start) PG programme MLIS Hong Kong connection PG programme HIM (1990 start), plus later Records, Archives programmes Open Learning Unit (formed 1993) Thomas Parry Library 1989 – CLW and became part of the University UWA LIS - increasing centralisation Mix of overseas and home students

FIL InterLend Conf 2-4 July 07 Communication patterns Students communicated separately with Support staff Academic staff Library staff Other students (?) Academics responsible for their own programmes (DL variations) Library services – input at study schools, ongoing support

FIL InterLend Conf 2-4 July 07 Technical and admin. issues Resource pack Convenient for most students, copyright costs cheaper for paper (generally) Alternatives – deep linking within VLE (s), or not-so-deep linking to electronic journals site Pros and cons of print versus electronic - and equitable access to students – home and overseas Responsibility for maintaining links?

FIL InterLend Conf 2-4 July 07 Learning – time to refocus on learning? Communication patterns Should we model systems more on communities of practice principles? Learning – not just the technical administration More emphasis on the social interaction – less push of resources at students? (Blogging not the cure-all!) More emphasis on personal information management – responding to real user needs Students – distance learners similar to the part-time learner who is in employment, and the full-time student who is part-time employed

FIL InterLend Conf 2-4 July 07 Communities of practice Lave & Wenger – situated learning, social learning, informal learning Apprenticeship model ‘Legitimate peripheral participation’ It’s OK to lurk Membership of several communities

FIL InterLend Conf 2-4 July 07 Virtual communities of practice Similar emphasis on: Trust/transparency Therefore - recommender systems Norms of behaviour But - do ILL rules encourage ‘information literacy’? Building up the knowledge base, encouraging contributions Therefore students need to see how their ‘work’ fits into the knowledge of the discipline. Distance learners need to mesh reflection on practice, and about practice

FIL InterLend Conf 2-4 July 07 Virtual learning environments Do these support community of practice principles? Common problems? Resource dump Limited use of discussion boards, student-student discussion VLE only accessible to students registered on a module Library staff role in the module area?

FIL InterLend Conf 2-4 July 07 My VLE – UG to PG CoP (communities of practice) UG (start)UG (middle)PG Building the CoPBuilding common vocabulary, creating roles Engaging in CoPProviding outreach, encourage contribution to the knowledge base Active stageWork groupsCollaborative work with others

FIL InterLend Conf 2-4 July 07 Library service contribution Building stage Common vocabulary = learning about the why’s of citation style, ways of information presentation Creating roles = ensuring students are aware of how the library staff can help – and do help to provide access to resources – the ‘personal librarian’?

FIL InterLend Conf 2-4 July 07 Engaged to active stages Providing outreach = helping students become familiar with new resources, at the point of need with deep linking, personal information management (e.g. bibliographic software) Contribution to the knowledge base = helping students become aware of the ways of thinking and practice in their discipline – the types of publication and dissemination (Alph prototype book reader, recommender systems?) Fostering work groups = supporting group project work, discussion boards

FIL InterLend Conf 2-4 July 07 Active stage (PG) Collaborative work with others = collaborative activities such as an online journal club supporting critical appraisal Learning to be a researcher = personal information management tools (e.g. Zotero)

FIL InterLend Conf 2-4 July 07 Conclusions Communication was ‘point to point’ – but need not be now A learning framework on communities of practice principles would help: ‘distance learners’ become members of their disciplinary community Library + academic staff provide services that meet learning needs

FIL InterLend Conf 2-4 July 07 References Cooper, J. et al. Evaluation of the specialist libraries/communities of practice. Report for the NeLH. Aberystwyth: Kaplan, N. & Chisik, Y. In the company of readers: the digital library book as “practiced place”. (ACM digital library portal) Urquhart, C et al. Evaluating the development of virtual learning environments in higher education. ALTO 2004 conference. Wenger, E. Communities of practice: learning meaning and identity. Cambridge: CUP, 1998