2005

“Cyberschool reaches all the parts down under.” Multimedia Information & Technology 31,1 (2005): 17-18.
Since 1998 the University of Queensland (UQL) has provided outreach services to more than 170 schools in Queensland. The partnership between the UQL and the schools is described. UQL provides access to authoritative electronic resources including access to licensed databases. Cyberschool also provides training and development activities for teachers and school librarians as well as some technical support for the Cyberschool web site and resources. I frank

2004

Kayler, Grant and Paul R. Pival. “Working Together:Effective Collaboration in a Consortium Environment.” In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 151-159. Reprinted in Journal of Library Administration 41, no. 1/2 (2004): 203-215.
The Council of Prairie and Pacific University Libraries (COPPUL) Distance Education Forum operates in a highly collaborative model. Background information on the consortium is detailed, as are several successful initiatives completed by the Forum, including an examination of commercial library alternatives, a reciprocal borrowing program, and an information literacy website for the use of all the group’s distance students. Two unsuccessful projects are discussed along with reasons for their failure. Reasons are provided about why this collaborative group has been successful overall. P. Pival.

Pival, Paul R. and Kay Johnson. “Tri-Institutional Library Support: A Lesson in Forced Collaboration.” In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 257-263. Reprinted in Journal of Library Administration 41, no. 3/4 (2004): 345-354.
Library support to a tri-institutional Masters in Applied Psychology is discussed. Libraries at each of three institutions in Alberta provided a different aspect of support for the students in this large program, including document delivery, electronic reserves, and collection development. The institutions were Athabasca University, University of Calgary, and University of Lethbridge. Startup trials and tribulations are examined, as are technological and legal hurdles that were faced, including distributing ID cards to allow remote access to databases at all three institutions. The future of this program will include expansion into areas not currently supported by any of the libraries. P. Pival.

Riedel, Tom. “Ahead of the Game: Using Communications Software and Push Technology to Raise Student Awareness of Library Resources.” In The Eleventh Off-Campus Library Services Conference Proceedings: Scottsdale, Arizona, May 5 -7, 2004, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2004, 283-294. Reprinted in Journal of Library Administration 41, no. 3/4 (2004): 375-390.
In January 2000, Regis University, along with two other academic institutions and a software company, became involved in a Learning Anytime Anywhere Partnership project to increase usage on online technologies to improve education. Regis University librarians concentrated on a system to automatically reach students as soon as they registered at the university, contacting the students via email with their student ID number, suggestions for library resources based of field of study, and instructions on how to apply for a library card for remote access. Based on the initial trial period and follow up survey, the messages are a success, although the timing for sending out messages may need to be modified. Sample messages and survey questions are included. C. Biles.

2002

Edwards, J. Adam. “UK Libraries Plus: Two Years of Progress.” ASSIGNation 19, no. 3 (April 2002): 13-16.
In 1999, The Coalition of Modern Universities in the United Kingdom met and launched a consortial agreement to allow access among member libraries for students of participating institutions. The author describes the set up of the UK Libraries Plus scheme along with the growth that the group has experienced in its first two years. Initially 60 libraries signed up for participation and that number in the first two years almost doubled to 107 institutions. Students and users of libraries can apply through their home library for access to up to three member libraries. There are documents governing the scheme and it is designed to mutually benefit everyone involved in the agreement. In evaluating the success of the group, many students deemed that accessing libraries close to their home or work was “vital to their studies.” The group is designed to allow institutions in the UK to work together in supporting lifelong learning and enhances the quality of the learning experience. T. Summey.

Subramanian, Jane M. “The Growing and Changing Role of Consortia in Providing Direct and Indirect Support for Distance Higher Education.” Co-published simultaneously in The Reference Librarian, no. 77 (2002): 39-62, and Distance Learning: Information Access and Services for Virtual Users, edited by Hemalata Iyer. New York: Haworth Press, 2002, 39-62.
The author explains the value of consortia to all library users, but especially to distance education students because of their reliance on electronic services and materials. Consortia are now or will in the future provide cooperation among libraries in almost every aspect of library services and resources. Many libraries located in North America, Europe, India, Asia, and Australia participate in consortia. This has allowed libraries to have access to a wide array of online resources, shared cataloging and online catalogs, cooperative collection development, and standards for providing service to distance students. The author suggests that consortia could similarly provide online reference service to the users of its member libraries. The article concludes by stressing the serious problems of vendor instabilities, student reliance on online resources to the exclusion of relevant materials in print and other formats, proxy and authentication problems, and the fast food approach to research. E. Onega.

Xenidou-Dervou, Claudine, Sassa Tzedaki, Anna Fragkou, and Marina Korfiati. “Library Consortia and Their Educational Dimension: The HEAL-Link Experience.” In Libraries Without Walls 4: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Facet Publishing, 2002, 134-142.
Historically, consortial library agreements in Greece have been rare. Pressure to cancel journal subscriptions in response to stagnant budgets and skyrocketing prices has influenced interest in cooperative collection development and licensing. The establishment of a library consortium was deemed necessary, and thus HEAL-Link (HEllenic Academic Libraries Link) was created. HEAL-Link signed licensing agreements with Elsevier, OCLC, and eventually others, to provide access to journals and databases. All academic institutions in Greece are members of HEAL-Link, and the consortium has expanded to include more institutes in the public sector as well. The project’s Web page, the only marketing means of the consortium, has grown in functionality and aspires to become a portal to its users. Statistics demonstrate that HEAL-Link is used heavily, and reported effects upon library services have been dramatic. Future plans for improvements situate HEAL-Link to make significant contributions toward improved quality of higher education in Greece. K. Block.

2001

Edwards, J. Adam. “UK Libraries Plus: Use by Education Students.” Education Libraries Journal 44, no. 2 (Summer 2001): 5-10.
UK Libraries Plus, a reciprocal borrowing program offered to distance learning students, part time students and students on teaching practice, is evaluated. Survey results assessing student satisfaction are presented, with emphasis on data representing education student satisfaction. Included in the survey were questions on courses taken, modes of study, age, use and usefulness of services, and how students became learned of services. The study found that most education students were in their thirties, regarded the services as important or vital to their studies, and tended to use only one library in addition to the home institution library. Limitations of UK Libraries Plus were identified as a quota limiting the number of books students could borrow, and lack of access to computers and the Internet. J. Markgraf.

Hansen, Carol. “The Internet Navigator: An Online Internet Course for Distance Learners.” Library Trends 50, no. 1 (Summer 2001): 58-72.
Through the Utah Academic Library Consortium (UALC), a team of librarians and Web developers developed and continue to refine the Internet Navigator, a Web course for online and distance learning students. Librarians representing every academic library in Utah first came together in August 1995 to discuss the possibility of an online course. Various challenges were overcome to develop the course, and the background of the project is clearly explained. The Internet Navigator became a popular and heavily used tool, but by 1998 was inadequate to describe the Internet as a content mechanism or address new technologies. By 1999, a new task force, Information for Life Task Force, began rewriting the Internet Navigator course. The goals and process of this revision are highlighted, along with an overview of the content of the revised course. Administration and funding, problematic since the beginning, are also discussed, with project maintenance and staffing receiving particular attention. This project is a long-term experiment in cooperative online course development for online and distance learners. Effective planning has proven important to the project’s success. K. Block.

Livesey, Suzanne and Peter Wynne. “Extending the Hybrid Library to Students on Franchised Courses; User Profile, Service Implementation Issues and Management Strategies.” Library Management 22, no. 1/2 (2001): 21-25.
Hybrid libraries seek to integrate print and electronic resources in a seamless interface. HyLife is a hybrid libraries project funded by the UK eLib Programme. One HyLife implementation at the University of Central Lancashire extended hybrid library services to students taking franchised courses. A profile of the non-traditional franchised student user is presented. Key findings of this HyLife implemented are then discussed, covering service implementation issues and management strategies. The empowerment of the user is offered as an important factor for success. Additional key factors for success include good communication between interested parties, promotion and user awareness of the program, a well-managed project team, skill and confidence within the user community, and the availability of suitable equipment to access the service on demand. K. Block.

2000

Austin, Gary L. “Using a ‘Summit Meeting’ to Negotiate Library Agreements.” In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 13-18. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 23-29.
The Camden-Carroll Library at Morehead State University administers an Extended Campus Library Services program that provides services for distance education students. To meet the goal of providing adequate services, the library also maintains agreements with six libraries in other parts of Kentucky, and establishes temporary short-term agreements with other area libraries as needed. These agreements allow students to use local libraries to conduct initial research, and typically include borrowing privileges, course reserve services, and Internet access. Certain services, such as Interlibrary Loan, are only offered through the home library. Through the years, agreements were modified in a piecemeal manner resulting in a less equitable balance. Librarians at the home library invited librarians from the six participating libraries and other selected libraries, to participate in a “summit meeting” to discuss the issue. The meeting included a discussion of background and current trends, followed by a discussion of possible changes to better reflect current practices. Some examples included providing all participating libraries with access to more databases and journal subscriptions and having a formal signing ceremony to formalize the agreements. A copy of the agreement is included in the appendix. The summit meeting format proved to be a useful tool to negotiate library agreements. K. Block.

Brunvand, Amy, Daniel R. Lee, Kathleen M. McCloskey, Carol Hansen, Carol A. Kochan, and Rob Morrison. “Consortium Solutions to Distance Education Problems: Utah Academic Libraries Answer the Challenges.” In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 49-60. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 75-92.
The Utah Academic Library Consortium (UALC), a group of 14 academic, medical, and law libraries and the Utah State Library, has been successful in developing cooperative projects to serve distance and on-campus students. Examples of successful initiatives include cooperative borrowing agreements, statewide database licensing, and shared library instruction programs. UALC has secured a statewide pool of academic library funding from the legislature, to develop services to all academic students in Utah to support distance education programs. Named Libraries 2000, this initiative will guarantee that distance education students in Utah have access to a minimum level of library services, including online databases and full-text resources, cooperative collection development, reciprocal borrowing, document delivery, online library instruction, and promotion of services to faculty and students. Each of these components is discussed in-depth, with the conclusion that UALC has successfully ensured that every student has access to a wide range of collections and services. K. Block.

Edwards, J. Adam. “UK Libraries Plus: A Vital Lifeline: Report on the Survey of the UK Libraries Plus Scheme, July 2000, Funded by SCONUL for the Work of the Task Force on Distance Learning.” SCONUL Newsletter, no. 21 (Winter 2000): 66-70.
UK Libraries Plus (UKLP), patterned after the successful London plus scheme, is a reciprocal borrowing and library access scheme covering 91 higher education libraries in England, Scotland, and Wales. In 1999, SCONUL (Society of College, National, and University Libraries) created a task force to look at services to distance learning students. UKLP was one of the initiatives that SCONUL chose to evaluate. A survey was proposed and a questionnaire (reproduced in the appendix) was developed. The questionnaire asked for basic information and comments about UKLP. It was sent to approximately 1300 registered users across the member libraries. A response rate of 39% was achieved, far beyond expectations. Results from the survey are discussed, with attention paid to three main concerns expressed by respondents (quota on number of books that could be borrowed, lack of computer access, and lack of Internet access). Many examples of comments are included, and the questionnaire is included in the appendix. K. Block.

Gilmer, Lois. “Straddling Multiple Administrative Relationships.” In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 147-150. Reprinted in Journal of Library Administration 31, no. 3/4 (2001): 219-224.
Okaloosa-Walton Community College and the University of West Florida are engaged in a long-term educational partnership. A joint center was established in a vacated elementary school in 1983. Since that time, the partnership has flourished and has been located on a 156-acre campus since 1992. As campus operations changed, library policies and procedures underwent change as well. Library-related proposals and documents (such as for reciprocal borrowing privileges) were consolidated into a “Memorandum of Understanding” for library services provided on the branch campus. Issues related to a cooperative branch campus environment, such as management, personnel, library resources and services, finances, and facilities/equipment, are highlighted. The author concludes that diligent daily contact between the institutions and administrators is necessary to overcome isolate and keep the program running smoothly. K. Block.

Kvaerndrup, Hanne Marie. “Denmark’s Electronic Research Library (DEF): A Project Changing Concepts, Values and Priorities.” In Libraries Without Walls 3: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Library Association Publishing, 2000, 121-132.
Denmark’s Electronic Research Library (DEF) is a national project aimed at moving Danish libraries from conventional, cooperating libraries to one coherent electronic library structure providing integrated services. Technical and management issues must be conquered to turn this vision into reality. After detailing the vision, main components, and organization of DEF, the author addresses the most challenging issues facing the project. In addition to the challenges of technological and administrative issues, the most significant challenge is establishing the required cooperative structure at different levels. The development of DEF must tackle with the conflict between cooperation and competition. The examples of licensing issues and siting databases are offered to illustrate this conflict. Efforts to address these (such as adopting a workable system architecture) are also discussed. Project planners hope to learn from similar efforts elsewhere in the world as well as share their experience as a model for others. K. Block.

McPherson, Carolyn. “Not a Job, an Adventure: The Kings Bay Experience in Library Services for Distance Learning.” Georgia Library Quarterly 37, no. 1 (Spring 2000): 11-14.
The library at Naval Submarine Base Kings Bay in southeast coastal Georgia faced closure due to budget constraints in the U.S. Navy. The Navy and Valdosta State University became partners to prevent closure of the base library. The agreement stated quite simply that the Navy would pay the light bill and Valdosta State University would pay a librarian to manage the library. The library, renamed the Campus Resource Center (CRC), was transformed from an outstanding recreational library (emphasizing children’s programming, adult fiction, and feature films) to an academic library open only to library users over the age of 18. Troy State University and Breneau University, the other member universities of the Kings Bay Naval Campus, joined the cooperative efforts by sharing costs and library services. Among the issues addressed at the CRC have been the need for revised library policies, meeting the scheduling needs of students on active military duty, and resolving technology needs and concerns. This unique cooperative project allows students and faculty in the Navy Campus community access to the essential services listed in the ACRL guidelines for distance learning library services. K. Block.

Mahoney, Brian D. “Electronic Resource Sharing in Community Colleges: A Snapshot of Florida, Wisconsin, Texas and Louisiana.” Community & Junior College Libraries 9, no. 2 (2000): 31-35.
Distance education has fueled a growing need for remote access to electronic resources, including databases. Electronic resource sharing offers the opportunity for university, college, community college, junior, and two-year college libraries to offer access to electronic resources at a reduced expense to the institution. The author reports on electronic resource sharing in four states. In Florida, the Florida Distance Learning Network links electronic resources for the statewide distance education system. Wisconsin offers BadgerLink, which provides access to information resources for Wisconsin residents in cooperation with public, school, academic, and special libraries throughout the state. A statewide union library catalog (WISCAT) and statewide licensing of databases are other components of Wisconsin’s electronic resource sharing. In Texas, the TexShare Library Consortium is open to all higher education institutions. Among the services for which members share costs are shared print and electronic resources. Louisiana offers two consortium projects aimed at sharing the resources of academic and public libraries. These four states serve as an electronic resource-sharing model for other states. K. Block.

Payne, Philip and Adam Edwards. “Share and Share Alike.” Library Association Record 102, no. 9 (September 2000): 514-515.
UK Libraries Plus is a reciprocal access and borrowing scheme among higher education libraries in the UK. Modeled on the successful London Plus program, this scheme allows part-time distance and placement students to access libraries close to where the live or work. UK Libraries Plus began in 1999 with approximately 40 participating organizations, with current membership at the time of publication standing at approximately 87 higher education institutions. A list of scheme members is included in the article. The history and logistics of the scheme are detailed, along with the operating principles (such as correction of imbalances) that all members must follow. During the first year of the program, almost 2,500 cards had been distributed and almost 1,300 of them redeemed to borrow materials. No major operating problems were experienced. An evaluation has been undertaken, with initial results indicating that the scheme is vital to supporting the studies of its users. The contributions that UK Libraries Plus makes to lifelong learning are widely appreciated, and the scheme demonstrates a commitment by higher education institutions in the UK to work together to support lifelong learning. K. Block.

Schneider, Kathy. “WILS Distance Education – It Takes a Village to Make It Work.” OCLC Newsletter, no. 243 (January/February 2000): 52.
WILS (Wisconsin Interlibrary Services) serves as the OCLC network for Wisconsin and provides interlibrary loan/document delivery through the resources of the University of Wisconsin-Madison campus. The Collaborative Nursing Project (CNP) is a joint project of the five University of Wisconsin campuses offering nursing degrees. Courses are offered via compressed video and the Internet. It is not uncommon for students to live 100 miles from their “home” campus and to travel to unaffiliated campuses to “receive” their courses. There is no guaranteed access to required information resources at either the home campuses or unaffiliated remote sites. In late 1997, WILS established a committee to investigate potential for a cooperative approach to library services for the CNP. By early 1998, the cooperative offered an initial set of services, including a central Web site, electronic resources, centralized interlibrary loan/document delivery, a Web-based research tutorial, and communication with public libraries in students’ hometowns. These services were initially provided through contributed effort of librarians from each of the CNP campuses and a trial FirstSearch subscription provided by OCLC, and later through a year’s funding from the University of Wisconsin. Stakeholders will address future funding sources to continue the project. K. Block.

Stubley, Peter and Verity Brack. “RIDING: Levering Real Services From a Virtual Catalogue.” In Libraries Without Walls 3: The Delivery of Library Services to Distant Users, edited by Peter Brophy, Shelagh Fisher, and Zoë Clarke. London: Library Association Publishing, 2000, 133-142.
The phrase “libraries without walls” suggests the importance of accessing multiple libraries and library catalogs simultaneously. In 1997, a call for eLib phase 3 projects was issued, in particular to investigate “clumps,” or the bringing together of library catalogs for easier searching by end users. Four clump projects were approved in 1998, among them RIDING: Z39.50 Gateway to Yorkshire Libraries. RIDING is supported by the Yorkshire and Humberside Universities Association, which includes nine universities in northern England. The primary goals of RIDING are to provide a large-scale Z39.50 demonstration, enhance existing library collaboration, demonstrate collaboration across academic, national, and public libraries, develop collection level profiles, and develop costing models for collaborative options. Six different automated library systems are used at member libraries, and the key to implementing RIDING is the Z39.50 gateway. Gateway access and authentication and access policies are discussed, along with enhancements to the interlibrary loan system. At the time of publication, the gateway was at an advanced stage of construction, awaiting rollout in October 1999. Benefits to member libraries are discussed, with the hope that RIDING could become a broader vehicle for information retrieval and discovery in northern England. K. Block.

Wittkopf, Barbara, Elizabeth Orgeron, and Trish Del Nero. “Louisanna Academic Libraries: Partnering to Enhance Distance Education Services.” In The Ninth Off-Campus Library Services Conference Proceedings: Portland, Oregon, April 26 -28, 2000, compiled by P. Steven Thomas. Mount Pleasant, MI: Central Michigan University, 2000, 293-299. Reprinted in Journal of Library Administration 32, no. 1/2 (2001): 439-447.
The Louisiana Academic Library Information Network (LALINC), a consortium formed a decade ago, provided the foundation to assist in the creation of distance library services in Louisiana. Early LALINC projects included an electronic network connecting the OPACs of 25 higher education institutions in Louisiana as well as consortial purchasing of online and full-text databases. These and other LALINC activities benefited Louisiana’s distance education students significantly. To further distance education library services, LALINC established a Resource Sharing Committee, which has undertaken some important projects. Another LALINC project has been to survey distance education students. Survey results were not yet complete at press time. LALINC’s success may spur development of a statewide authentication system along with future projects and enhanced partnerships to benefit distance education students. K. Block.

1999

Payne, Philip. “UK Libraries Plus.” SCONUL Newsletter, no. 17 (Summer 1999): 6-7.
UK Libraries Plus, patterned on the successful London Plus scheme, is a cooperative venture between higher education libraries to allow students to obtain basic library services close to where they live or work. At the time of publication, 23 libraries were members of UK Libraries Plus. A current list can be found at http://www.lisa.abu.ac.uk/uklibrariesplus. Details of the scheme are provided, including eligibility, registration, facilities, administration, and instructions for library use. Any higher education institution can apply to join UK Libraries Plus, and instructions for joining are provided. K. Block.

Pike, Marti. “A Distance Education Partnership: Woodbury University and Mesa Community College.” Art Documentation 18, no. 2 (1999): 18.
Woodbury University in Burbank, California, sought to expand its architecture program into other locales such as San Diego. Mesa Community College in San Diego County offered a two-year architecture program with no local opportunity for students to continue towards a Bachelor of Architecture degree. The two institutions joined forces to establish a distance education program that allows students to attend Mesa Community College for two years and then transfer to Woodbury’s San Diego campus to complete their Bachelor of Architecture degree. Library facilities for the program were to be housed in Mesa’s main library. Most of the books for the joint program had to be purchased, as Mesa had very few relevant books and Woodbury could contribute very few books due to the need to retain a collection for its home campus. Selection was coordinated between the two libraries and an arrangement made with Baker & Taylor to supply the books. Other items were obtained through additional vendors and gifts. The joint collection was to appear in both libraries’ online catalogs, causing some challenges in the exchange of bibliographic records because each library used a different online system. A complete evaluation of the project was not available at the time of publication, as it was too early in the process to determine overall success. K. Block.

Tribble, Judy and H. Scott Davis. “Across Institutional Lines: Librarians Partnering for Distance Education.” In Distance Learning ’99: Proceedings of the 15th Annual Conference on Distance Teaching and Learning, August 4-6 1999, Madison Wisconsin. Madison, WI: University of Wisconsin-Madison, 1999, 515-519.
In 1998, Indiana State University (ISU) debuted DegreeLink, a program that allows individuals who completed associate degrees at a local technical college or junior college to transfer credits to ISU Bachelor of Science degrees. Students may complete their ISU degrees on campus or by distance education at one of 30 DegreeLink Learning Centers located throughout Indiana, including the local technical college or junior college. Realizing that providing library services to these distance students was a responsibility of ISU, librarians there worked proactively to devise library services for DegreeLink students. Services already available were enhanced to include a Web page, online request forms, a Distance Learning Librarian position, and library instruction for distance learners. ISU librarians also worked closely with librarians from the local technical college and junior college to ensure the provision of adequate library services. Librarians at all three schools worked closely with faculty members to develop “library informed” assignments as they transformed traditional courses for delivery through DegreeLink. A “Memorandum of Understanding” (included in the appendix) was drafted to provide a flexible basis for continued partnerships at the three institutions. Future plans include a review of program statistics, critical evaluation of successes and failures, and revised student support services. K. Block.

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