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1.
《The Reference Librarian》2013,54(69-70):63-68
Summary The growth of adult education on college campuses is significantly affecting college and university libraries which now must deal with issues surrounding adult and distance education, along with the proliferation of information resources and unprecedented technological change. Desktop provision of licensed electronic library resources, along with Web-based tutorials, Web-based pathfinders, and skillful mediation of electronic reference questions can help alleviate anxiety, saving valuable time for non-resident, non-traditional students by enabling them to access and utilize remotely accessible electronic library resources effectively. 相似文献
2.
《图书馆管理杂志》2013,53(1-2):309-318
Abstract This paper describes a model program at DePaul University of partnering the Library with an academic department, specifically the School for New Learning. This department was established solely to serve the non-traditional adult student and lifelong learner. The historical background of adult education, the development of the School for New Learning, the shared goal of the Library and the department, the history and development of the partnership, the role of the library liaison, and how the partnership has changed the curriculum and library programs are discussed. Future ideas for the direction of this partnership are examined. 相似文献
3.
《The Reference Librarian》2013,54(69-70):205-217
Summary Distance education services provided by a number of Australian university libraries are considered. Attention is paid to agreements between libraries, library staff involvement in program and information skills development, evaluation of services, and the evolution of online delivery. This paper establishes that little provision is made for the specific support of the adult learner in distance education and argues that flexible delivery initiatives are diminishing the distinction between on- and off-campus services, irrespective of client-base. 相似文献
4.
《The Reference Librarian》2013,54(69-70):181-192
Summary Reference services at ARIS are provided by a team of five staff—four educational professionals and one information services professional. This unusual structure was developed in response to the needs of teachers and practitioners in the adult literacy and basic education (ALBE) field in Australia. This paper describes ARIS and its activities, explains how reference services are provided and identifies factors that may influence the effectiveness of this model of service. It finds that although a full evaluation is required, this model is effective in providing services that meet the particular needs of teachers in this particular field. 相似文献
5.
《The Reference Librarian》2013,54(72):137-154
Abstract Much has been written about the education of reference librarians. Lamentations have been long, frequent and loud regarding library school education, and on-the-job training. Little, however, has been written about the education of librarians before they reach library school. If predictions regarding education are only half true, the future pool of reference librarians will be shallow indeed. Moreover, it is not entirely out of the question that those remaining in the pool may be so poorly educated as to require not on-the-job training, but a remedial education so extensive as to foreclose real on-the-job training for several years. Definition of the problem coupled with focused follow-up may help current reference librarians prepare now for the not-so-rosy future we may inherit. 相似文献
6.
Abstract Texas A&M University Libraries has been testing virtual reference services since February 2004, but during the fall semester 2005, the Libraries began implementing and actively promoting the services to various target groups. Distance education students were identified as a primary target group for virtual reference services, and as of the fall semester 2005, approximately 1,600 students were enrolled in 190 distance education classes. This paper presents the Libraries plan for promoting virtual reference services to distance education students and faculty and for evaluating the plan. 相似文献
7.
Jonathan Naveh 《Journal Of Archival Organization》2018,15(3-4):121-132
AbstractThis essay broadly analyzes the history and current state of media archival education through a case study of two graduate degrees previously and currently offered at UCLA: the interdepartmental Moving Image Archive Studies (MIAS) MA degree and the MLIS degree with specialization in Media Archival Studies. 相似文献
8.
《The Reference Librarian》2013,54(69-70):233-244
Summary University 300, a course on research and Internet skills, was originally developed at Washington State University for the distance education program. Using a critical thinking approach to the contemporary information environment, the course has grown, evolved, and been transformed into a general education course for the main campus at the university. The course's history shows how strong administrative support and beneficial collaborations across the university transformed the course into an emerging key component of the university curriculum. 相似文献
9.
《The Reference Librarian》2013,54(74):221-232
Summary Online distance learning has the potential to transform higher education more dramatically than any of its predecessor technologies, but not necessarily in the ways that receive the most publicity. The history, obstacles, concerns and apparent future of distance learning are discussed. 相似文献
10.
ABSTRACTReference education instruction is compatible with the theories and praxis of feminism. This column features key concepts in feminist theories and provides examples of how current education for future reference librarians illustrates and encompasses these theories. 相似文献
11.
《The Reference Librarian》2013,54(83-84):193-202
SUMMARY Distant education offerings are growing at a phenomenal rate for academic institutions, creating new groups of library users that are remote from the main campus with unique library and research needs. Recent studies examining the needs of this unique and growing population note that reference and research assistance are key services needed. Many institutions have appointed or hired distance education librarians to help provide services to distant learners. They are often, however, one-person operations that function more as coordinators rather than full-service providers. Since the coordinator cannot provide all of the reference services alone, the key to providing these services for distant education students is to create and sustain good working relationships both in the library and with external entities. Offerings to distance students include phone reference and accessibility to online resources, plus virtual reference and often 24/7 services. This article will examine issues and experiences in bringing together different groups to provide reference services to distant learning communities. It will also describe key relationships necessary for keeping distance reference services at an optimal level. 相似文献
12.
《图书馆管理杂志》2013,53(1-2):439-447
Abstract The state of Louisiana has a long history of consortial activities among academic libraries. Having this infrastructure in place contributed to the ease of creation of a distance library services network that includes both public and private universities. This paper traces the history of academic library consortia in Louisiana, and provides methodologies and results of several surveys of distance education students. The results of a survey currently being conducted are forthcoming. 相似文献
13.
David A. Tyckoson 《图书馆管理杂志》2013,53(6-7):581-600
ABSTRACT In this article, the author reviews the history of reference service from a management perspective. Topics covered include: definitions of reference service; staffing; service models; modes of communication, including remote reference services; collections; education and training; and assessment. The author discusses changes over time and current challenges for reference managers. This article originally published in Journal of Library Administration, Vol. 51, Issue 3, pages 259–278, 2011. doi:http://dx.doi.org/10.1080/01930826.2011.556936. 相似文献
14.
《Journal Of Archival Organization》2013,11(2):89-92
Abstract The three preceding articles identify the existence of a body of archival recordsof higher education institutions that can support historical investigation into the varied aspects of student life for women. Following a summary of those presentations, the author poses a series of historical questions relating to women's collegiate institutions and student life that scholars and students of women's higher education history might ask to gain a broader view of women's higher learning and “build meaningful contexts in which the evolution of women's higher learning can truly be appreciated.” An examination of the archival records of private, parochial, and public institutions of higher education for women may assist with answering specific and nagging questions and help arrive at a “fuller, more inclusive history of women's higher education.” 相似文献
15.
ABSTRACT This study used citation analysis in conjunction with a subjective rubric with five validated criteria to assess the quality of a purposive sample of 452 education dissertation reference lists produced at a nontraditional institution from six doctoral programs. These programs used a variety of distance education models. The citations were then compared with the 100 reference lists selected from doctoral education programs at 10 traditional institutions. Criteria included the breadth of resources, depth of the literature review as shown through the citing of critical historical and theoretical works, depth as demonstrated through the scholarliness of citations chosen, currency, and relevancy. The study discusses how the expanded sample of traditional reference lists continued to demonstrate consistent patterns. In contrast, although the sample of reference lists from distance education programs was much expanded, the patterns of the subsets of reference lists at the nontraditional institution were significantly diverse. The patterns of 35 doctoral reference lists from another for-profit, nontraditional institution known for providing distance education were also examined to compare the results of the two nontraditional programs. Possible reasons for differences in citation patterns by traditional and nontraditional programs are discussed, and the possible role of distance education and program criteria are examined for insights they offer into the use of citation analysis as an assessment tool of the library research skills of doctoral students. 相似文献
16.
《The Reference Librarian》2013,54(69-70):259-269
Summary The creation of a course, offered through UCLA University Extension, called “Research Methods for Fiction, Nonfiction, and Film Writers” was motivated by the observation that many adult learners lack information skills and the opportunity for formal library instruction. The content and format of this librarian-taught course have changed through the years both to incorporate more electronic resources and to employ more active learning methods. This article describes the need for the course, the course content and its evolution, and the active learning exercises employed. What an academic reference librarian derives from teaching such a course informs reference work with adult learners, whether or not they are part of the university community. 相似文献
17.
18.
《The Reference Librarian》2013,54(73):243-252
Abstract This article identifies and discusses the particular information needs of the growing community of remote users of academic libraries. In addressing the practical considerations of providing reference assistance to this group, the authors concentrate on telephone and e-mail reference, the use of video technology and the World Wide Web. The article also discusses the importance of having a dedicated distance education librarian to ensure that the needs of remote library users are given high priority. 相似文献
19.
《The Reference Librarian》2013,54(69-70):407-417
Summary An integral learning approach involves principles beyond andragogy, a “new pedagogy,” transformative learning, feminist, or postmodernist perspectives and the “integrative knowing” in adult education theory. Drawing on a radical conflict transformation model of eldership, the author presents personal reflections on his own evolution as a library researcher and adult learner for the past 25 years. Skills and metaskills for the reference librarian are included. The traditional helping role and identity of librarians is challenged to become a ‘guide’ for the hunt, whereby the process of the search is valued as much as the end result. 相似文献
20.
《The Reference Librarian》2013,54(69-70):141-150
Summary Andragogy is the art and science of helping adults learn. This article explores the foundations of adult learning theory, as well as current thought and practice. With special emphasis on Malcolm Knowles' Basic Assumptions of Andragogy, the article presents the learning needs and characteristics of the adult library user. These characteristics include: a psychological need to be self-directed; a preference for experiential learning; a desire and readiness to learn practical life applications; and a desire to grow and self-actualize. A discussion follows of the implications for providing more effective reference service and library instruction to adults. 相似文献