![]() The survey was intended to gather information on how they Had been using WebCT to teach students who no longer show up at campus or toĮnhance their on-campus teaching, two of theĭistance learning librarians at the NJCU library, with other helps, conducted a survey on distance learning In 2003, when more and more faculty members Teaching faculty through a library survey. Tutorial via WebCT was initially a response to the request from the online WebCT is another corroborative experience. Practice in expanding the library’s information literacy tutorial into the Learning environment? Many librarians’ experiences have pointed to the opposite.Īs a matter of the fact, the course management system offers academic librariansĪn additional opportunity to join faculty to achieve positive learning outcomes ![]() Will this relationship assume less importance in the online Relationship has been traditionally maintained at higher education (20% in 2003, 7% in 2005).Ģ85, 13% of students who visited the Tutorialģ38, 30% of students who visited the TutorialĦ23, 21.5% of students who visited the Tutorialġ08, 8% of students who visited the Tutorialĥ7, 5% of students who visited the Tutorialĥ3, 6% of students who visited the TutorialĬollaboration with Online Teaching Faculty: Get Motivated This has positively contributed to the fact that the percentage of students who had encounteredĭifficulties using library resources reported in the library’s student survey last Grasp of information competencies and research skills required in all subjectįields. Though the data is not statistically overwhelming, it shouldīe recognized that the tutorial has given a large group of online students a Half academic years, a little over half of total registered online students The following chart of WebCT statistics shows that in the past one and This tutorial consists of animated PowerPoint presentations, charts, images and selected links that make it more effective and user-friendly. Which helps students assess the learning content practicing library use skills. On a basic standard information competency and includes a self-test, It includes an introduction to information literacy and five sessions. The tutorial was originally designed byĪ small group of librarians as a self-paced online program on standard information competencies for students in all This tutorial is a non-credit and optional course. In online classes have access to this tutorial within the course management Literacy Tutorial has became available through WebCT. Since Fall 2004, our library’s online Information Will benefit further cooperative ventures among the campus community to advanceĭistance learning students’ information skills in the ever-changing and increasingly Information literacy via WebCT will be dependent upon the librarians’ moreĪctive collaboration with faculty members, educational technology specialistsĪnd librarian colleagues, as well as new information technologies. ![]() Role in the distance learning environment. Into WebCT at New Jersey City University, to define academic librarians’ collaborative To ensure that libraries continue to remain vital to higher education.” CollaborationsĪre crucial to ensure successful integration of the library into the courseĢ005) This paper examines our experience in expanding information literacy instruction ![]() Resources into online courses delivered via course management systems, in order It has been recognized that academic librarians “must seek to integrate their Integration of library presence into the courseware “has had a challengingĪgenda”, citing Campbell’s phrase (2006), to academic librarians. Management systems have became a popular support to distance learning on campuses, More active multi-aspectĬollaborations are required to ensure effective teaching information literacy It presents both opportunitiesĪnd challenges for academic librarians to collaborate with faculty andĮducational technology specialists in integrating information literacyĮducation into the course management system. The process of the project has confirmed the importance of academic librarians’Ĭollaborative role in distance learning community. Online learners with a grasp of information competencies. WebCT for students taking online courses. To expand our general Information Literacy Xiaoli Shirley Fang, Distance Learning/Reference Librarian Collaborative Role of the Academic Librarian Electronic Journal of Academic and Special Librarianship v.7 no.2 (Summer 2006)Ĭollaborative Role of the Academic Librarian in Distance Learning -Īnalysis on an Information Literacy Tutorial in WebCT
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