10. Libraries can make key contributions to
the success of distance & blended
courses by integrating our services,
expertise and collections into online
learning environments.
16. Strategic Plan to Support Distance Learning
Strategic Goal 2. Enhancing academic
excellence & innovation
Academic Affairs Strategy Map 2.7 Kent State
Virtual (DL)
Progress Indicator: Develop DL strategic and
operations plans for all AA units.
17. Spring 2012
• About 25% of students took at least one
online course.
• Enrollment increased over 80% from spring
2011 to spring 2012
• Nearly 8% of all credit hours were taught
online.
18. Head, Instructional Services
Library Dean
Associate Dean for Public Services
Head, Access Services
Assistant Dean for Collections and Systems
Instructional Services Team
Subject Librarians
19. Vice-Provost for Extended Education
Executive Director Continuing Studies
Head, Center for Digital Pedagogy
Associate Director, Information Services
Manager, Course Management Services
Director, Faculty Professional Development
Center
Head, Educational Technology
Provost?
20. Helpful Harmful
To achieving the objective To achieving the objective
Strengths Weaknesses
External Origin Internal Origin
Opportunities Threats
21. Helpful Harmful
To achieving the objective To achieving the objective
Strengths Weaknesses
Internal Origin
- Strong InfoLit identity - Lack educational design /
- Strong relationships instructional design resources
- Strong service orientation - Uneven comfort with
- Strong, engaged librarians technology among librarians
- Good examples of vertical - Lack consistent buy-in within
integration curricula beyond 2nd yr
Opportunities Threats
- Online course build-out - Unclear top-down support
External Origin
- New curricular opps (Kent - Library School InfoLit Courses
Core, Experiential Learning) - We could be left behind
- Gain exposure through new - Student perceptions in our
communication resources Googlized world
- Assessment of InfoLit
23. Driving Forces Restraining Forces
University Strategic Uneven Tech Skills
Goals
Strong Information Lack of Top Down
Literacy Program Buy-In
Strong Relationships Copyright Issues
24. HIGH
Plan to do Do Immediately
IMPACT
Forget about it Consider
LOW HIGH
EASE OF IMPLEMENTATION
25. HIGH
-Reform copyright policies -Develop librarian skills
-Hire InstDesign Librarian -Cultivate partnerships
-Acquire online content -Integrate content
-Develop grant program -Publicize services
IMPACT
- Develop subject-specific - Hold drop-in online
online information literacy workshops for students.
courses
HIGH
LOW
EASE OF IMPLEMENTATION
26. Share the Vision
• With colleagues
• With leadership
• By giving presentations
Create Core Messages
• For internal leaders
• For colleagues
• Develop “elevator” speeches
Create Guiding Documents
• Guiding Questions Documents
• Subject Librarian Handout
• InfoLit Plan Handout
27. For the Internal Leader:
I think the university’s investment in expanding online courses and
programs is a tremendous opportunity for the library.
As you know, it is a strategic goal for all units within academic affairs
to articulate strategic and operational plans for distance education.
As a support unit with our RCM environment, this is a great
opportunity for us to prove our worth, but more importantly in my
mind, it give us a chance to reaffirm what the library is all about and
support student learning.
Three overarching questions can guide our work: 1. How can we
connect online courses to library services and resources? 2. How can
we support information literacy learning outcomes within online
courses? And 3. how can we provide digital content for online
courses? By guiding faculty to answers to these questions, we can
help realize the libraries’ mission and ensure we’re not left behind in
the online environment.
28. For the Subject Librarian Colleague:
I’d like to discuss how we can support University’s new commitment to online
course development.
I think it’s a great opportunity for us to have the conversations we always
dream of having with our faculty colleagues about how the library can
support student learning.
I think it boils down to three overarching questions: 1. How can we connect
online courses to library services and resources? 2. How can we support
information literacy learning outcomes within online courses? And 3. How
can we provide digital content for online courses?
I recognize that as a group, we possess varying levels of comfort and expertise
with technology, but by learning some new skills and sharing our
experiences, I think we can start to make an impact on this new strategic
initiative for the university.
29. 1. Create strategic partnerships.
2. Develop support tools & resources.
3. Provide professional development
opportunities for subject librarians.
4. Publicize / Communicate Vision.
30. • Office of Continuing & Distance Education
• VP for Extended Ed
• Director of OCDE
• Director of Ctr for Digital Pedagogy
• Information Services
• Blackboard Adminstrator
• Ed. Tech Team
• Faculty Professional Development Center
• College Writing Program
• Other programs, departments & colleges
35. • Provided professional development sessions on:
Online course development
Blackboard Learn Session
Copyright issues online
LibGuides (content management tool)
Online Learning Tools (KSU Tube, Presentation Maker, etc.)
• Guiding questions document
• Individual consultations
36. • Word of mouth / leverage partnerships
• Internal conferences
• Internal publications
• Publicize successes.
37. • More than doubled number of College
Writing course sections using online skill
modules & quizzes (88 to 249).
• Librarians participated in 18 online course
development meetings.
• Customized library content placed in 7
online courses.
• 5 librarians now have administrative access
to course management system.
• Contributed to approx. 425 course sections.
38. Staffing
Staff Professional Development
◦ 91.5% librarians received no training in
library school (Fritts and Casey 2010)
Copyright Policy & Support
Steaming, Video Content
Biting off more than you can chew
39. Cassner M. & Adams, K.E. (2008). “The Subject Specialist Librarian’s Role in Providing Distance
Learning Services,” in Journal of Library Administration. 48: 391-410.
Fritts J. & Casey A.M. (2010). “Who Trains Distance Librarians? A Study of the Training and
Development Needs of Distance Learning Librarians” in Journal of Library Administration.
50:617-627.
Lewin K. (1943). Defining the "Field at a Given Time." Psychological Review. 50: 292-310.
Republished in Resolving Social Conflicts & Field Theory in Social Science, Washington, D.C.:
American Psychological Association, 1997.
"Standards for Distance Learning Library Services", American Library Association, September 1,
2006. http://www.ala.org/acrl/standards/guidelinesdistancelearning (Accessed May 7, 2012)
http://libguides.library.kent.edu/dlsupport
http://www.slideshare.net/kburhanna/dlig-2012-workshop-12880119
http://www.library.kent.edu/skill_modules
http://www.library.kent.edu/instruction
Vision for the Strategic Role of Libraries in Distance Learning.Leadership & Strategic Planning on Distance Learning Initiatives.Models for Guiding Documents & Online Support Tools.Awareness of Key Challenges for Libraries in Distance Learning.Browsing.
Vice-Provost for Extended Education: High level of buy-in. Sees the library as a critical support service in helping his efforts succeed.Executive Director Continuing Studies: Medium to high level of buy-in. Invites author and other library members to course-development meetings. Recognizes the important support role the library can play.Head, Center for Digital Pedagogy: High level of buy-in. Actively seeking collaborations with the library.Associate Director, Information Systems: Medium level of buy-in. Sees the library as a way of lightening the burden on his course-management staff. Is a alley to turn to make things happen.Manager, Course Management Services: High level of buy-in. Considers the library a partner. The library has recently done favors for her.Director, Faculty Professional Development Center: High level of buy-in. Actively refers people to the library. Has political issues on campus, but can still be a strong partner.Head, Educational Technology: High level of buy-in. Was instrumental in providing administrative access to librarians for course management system initially. Always is willing to collaborate and help out.Provost: ?
It provides a framework for looking at the factors (forces) that influence a situation, originally social situations. It looks at forces that are either driving movement toward a goal (helping forces) or blocking movement toward a goal (hindering forces). The principle, developed by Kurt Lewin, is a significant contribution to the fields of social science, psychology, social psychology, organizational development, process management, and change management.
