On the Edge: How to Provide Course- and Program-Integrated Library Support without Being Embedded

Autor/inn/en	Johns, Elizabeth M.; Oestreich, Sara
Titel	On the Edge: How to Provide Course- and Program-Integrated Library Support without Being Embedded
Quelle	In: Journal of Library & Information Services in Distance Learning, 13 (2019) 1-2, S.1-20 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-290X
DOI	10.1080/1533290X.2018.1499232
Schlagwörter	Doctoral Programs; Distance Education; Library Services; Academic Libraries; Graduate Students; Online Courses; Library Role; School Orientation; Workshops; Library Instruction; Computer Mediated Communication; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Distance study; Distance learning; Fernunterricht; Bibliotheksarbeit; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Online course; Online-Kurs; Lernwerkstatt; Schulung; Bibliotheksverzeichnis; Computerkonferenz
Abstract	Distance librarians working with an online doctoral program at Johns Hopkins University are asked by both students and faculty to provide a large amount of library support -- without being embedded into the curriculum or the individual courses. Program administrators and faculty were resistant to allow librarians into the course management system (CMS), denying them access to discussion boards, assignment updates, and course content, but still expected a high level of student support. Over a three-year period, librarians respond by creating a "halo" of library services to support students at point of need that existed outside of the CMS, but was still highly integrated into the program. Librarians explore the importance of scaffolding and linking disparate services to complement each other, building a halo of support. Student need is at the center of the plan, focusing on collaborative teaching and reflection as well as student centered learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01