Barsun, Rita. “It’s My Library, Too, Isn’t It?” In The Tenth Off-Campus Library Services Conference Proceedings: Cincinnati, Ohio, April 17-19, 2002, edited by Patrick B. Mahoney. Mount Pleasant, MI: Central Michigan University, 2002, 41-60. Reprinted in Journal of Library Administration 37, no. 1/2 (2002): 59-82.
Institutions are responsible for providing adequate library services and resources for the students, faculty, and staff involved in distance education programs. Institutions may not always fulfill this responsibility, as is demonstrated by anecdotal evidence and research findings. For varied reasons, students in distance education programs may prefer to use nearby libraries rather than the home library of the institution where they are enrolled, even if the home library offers very good library services and resources. A discussion of the experiences that students may face as “unaffiliated users” of local academic and public libraries focuses upon important issues, such as inability to access electronic resources or reliance on a collection ill-suited to support academic coursework. The author suggests ways in which distance education librarians can assist students who choose to use local libraries and highlights several statewide initiatives to provide library support and resources to distance education students. K. Block.

Barsun, Rita. “Postsecondary Distance Learners and Public Libraries: Challenges and Opportunities.” Indiana Libraries 21, no. 1 (2002):11-17.
An overview is given on how distance education librarians can help their students meet their library needs outside the academic library. The author looks at research that studies the natural tendency of DE students to expect their local public library to meet their research needs. They often turn to it because of ease of use, convenient parking, fast web access, and ILL services offered. However, they are frequently frustrated by their unrealistic expectations of the local library’s resources and services. The author presents examples of public libraries which, through grants and other funding sources, have successfully added programs and services to support community distance learners. In addition, she lists ways that academic librarians can forge formal and informal relationships to establish good working relationships with public libraries with DE students in their communities. The author stresses the importance of using tact when encouraging students to use primarily their academic library’s services while also establishing professional relationships with the students’ local libraries. The article contains three very useful appendices which include suggestions on how the public library can assist distance learners and how the academic librarian can help the public library in doing this. P. Ortega.

Wissawapaisal, Boonta. “Library Services for Distance Education and Open Learning at Sukhothai Thammathirat Open University.” Paper presented at the AAOU Pre-Conference Seminar on “Outreach Library Services for Distance Learners,” February 20, 2002, New Delhi, India.
The Sukhothai Thammathirat Open University (STOU) of Thailand is the first distance education institution in Southeast Asia. There are three levels of service for STOU students: central, regional, and provincial. Central services are provided at the main library. Regional services are provided to students and the public at twelve distance education centres throughout the country. Two of these centres are dedicated to graduate level educational resources. Provincial services are offered to STOU students at 81 different outlets (called STOU corners). Provincial services are usually offered through public libraries. Cooperation between libraries and the networking of library material are two other methods STOU uses to provide library services and resources to its students. STOU also extends outreach services to those in the community. Notably, services are provided to prisoners through book donations and a STOU corner in one of the prisons. STOU also offers library training for library personnel in prisons. Through the Knowledge for Kids Project, books are rotated to different primary schools in order to encourage reading. J. Wheeler.


Mackay, Mary. “Collaboration and Liaison: The Importance of Developing Working Partnerships in the Provision of Networked Hybrid Services to Lifelong Learners in Rural Areas.” Library Management 22, no. 8/9 (2001): 411-415.
The article reviews the implications and challenges for management and staff at the University of the Highlands and Islands Millennium Institute (UHIMI) as they strive to implement changes which will support students studying courses in remote, rural communities who previously had little or no library support. The author reflects on the findings of a project that undertook to provide access to networked hybrid resources to their distance students. Increased interaction and partnerships played an important role in the successful implementation of networked learning resources in a distributed environment. The article focuses on the need for increased interaction between all sites and staff involved in the implementation and provision of networked resources &endash; senior management, academic staff, lecturers, technical and library staff and the increased use of technology to facilitate this. Implications for staff development and training in a distributed networked environment such as the UHIMI are also examined. F. Devlin.


Hall, Lorraine and Sally Curry. “Libraries Access Sunderland Scheme: The LASh Experience.” 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, 84-97.
The concept of lifelong learning has received national emphasis by the UK Government. The city of Sunderland has been innovative in its approaches to the issue. Facing massive job losses and low rates of participation in post-compulsory education, the “City of Sunderland Partnership” was formed to stimulate economic and social regeneration. This endeavor resulted in many innovative learning initiatives, all based on partnerships. One of the most successful partnerships, launched in 1997, is the Libraries Access Sunderland Scheme (LASh). LASh formalized cooperative agreements to ensure that anyone who lives, works, or studies in Sunderland be given free access to any of the city’s 29 libraries&emdash;public, university, and city college libraries alike. Details of the program, benefits to learners and partner libraries, and key success factors are examined. One outcome that receives special attention is the Staff Development for Access to Information and Learning in Sunderland, or SAILS, project. SAILS seeks to evaluate how well the LASh services were being used and what barriers hindered use of LASh services. Specific barriers and solutions are examined. Moreover, SAILS focuses on implications for staff training and development. The conclusion is drawn that libraries in different sectors have much to learn from each other and much to gain from close partnerships. K. Block.

Landry-Hyde, Denise. “Outreach at a Public, Academic, Regional Library – Texas A&M University-Corpus Christi.” Co-published simultaneously in The Reference Librarian, no. 67/68 (1999): 289-298, and Library Outreach, Partnerships, and Distance Education: Reference Librarians at the Gateway, edited by Wendi Arant and Pixey Anne Mosley. New York: Haworth Press, 2000, 289-298.
When Corpus Christi State University became part of the Texas A&M University system, it’s library’s user group changed dramatically. Bell Library became responsible for serving a larger number and broader range of students. Distance education grew in importance, with implications for the library. All students pay a Library Use Fee, but distance education students were not receiving full library services. A proposed plan was for Bell Library to pay other institutions a set fee per student credit hour to provide library services to distance education students from Texas A&M University-Corpus Christi. Bell Library’s instruction librarian also began teaching library classes at distance locations. Other initiatives at Bell Library are aimed at improving library services to distance students, including consortial arrangements, partnering with a local art museum to provide art education programs, and coordinating with the local public library to provide popular books. Bell Library has also been active in community outreach (such as acquiring the archives of a local group) and international relations (such as librarian exchange programs) to improve library services and resources. K. Block.

Nankivell, Clare and Peter Dalton. “Models for Working Together: Lifelong Learners, Library Cross-Use and Collaborative Solutions.” 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, 49-59.
People Flows, a two-year research project funded by the Library & Information Commission in the UK, was devised as “an investigation of cross-use and a development of transferable strategies for cooperation between publicly-funded libraries.” The project initially sought to describe how people used different types of libraries. A variety of research methods, including questionnaires and interviews, were used to conduct a survey covering 43 libraries of different types. The authors include a discussion of significant key findings, ranging from number and type of respondents, patterns of use, and problems faced when using libraries. Research findings from the survey were supplemented by desk research, a literature review, a paper on networked solutions to cross-use prepared by an outside source, and workshops with practitioners from various libraries. Models for cooperation and collaboration between public, college, and university libraries were then developed. Six key factors for success in cooperation are identified, followed by suggestions for potential models for cooperation. K. Block.


Wessling, Julie. “Virtual Library Connections.” Colorado Libraries 25, no. 4 (Winter 1999): 48-53.
The Virtual Library Connections Project (VLC) is a partnership of 30 Colorado libraries, funded by a state grant in 1997. The VLC completed implementation in 1999, laying the framework for an electronic interlibrary loan (ILL) requesting and delivery loop and management core to benefit distance students in Colorado’s rural and mountain areas. After identifying the VLC’s partner libraries, the author discusses the project’s goals, components, major activities, implementation problems, and positive outcomes. Future plans are mentioned, and the author also discusses aspects of the grant that have significant potential to reach beyond the project’s original goals. K. Block.