Library performance measurement in the digital age

Book synopsis: University libraries around the world have embraced the possibilities of the digital learning environment, facilitating its use and proactively seeking to develop the provision of electronic resources and services. The digital environment offers opportunities and challenges for librarians in all aspects of their work - in information literacy, virtual reference, institutional repositories, e-learning, managing digital resources and social media. The authors in this timely book are leading experts in the field of library and information management, and are at the forefront of change in their respective institutions. University Libraries and Digital Learning Environments will be invaluable for all those involved in managing libraries or learning services, whether acquiring electronic resources or developing and delivering services in digital environments

University libraries and digital learning environments

University libraries around the world have embraced the possibilities of the digital learning environment, facilitating its use and proactively seeking to develop the provision of electronic resources and services. The digital environment offers opportunities and challenges for librarians in all aspects of their work – in information literacy, virtual reference, institutional repositories, e-learning, managing digital resources and social media. The authors in this timely book are leading experts in the field of library and information management, and are at the forefront of change in their respective institutions. University Libraries and Digital Learning Environments will be invaluable for all those involved in managing libraries or learning services, whether acquiring electronic resources or developing and delivering services in digital environments

Outcomes from collaborative provision audit: learning support arrangements in partnership links, sharing good practice

Learning resources are a significant component of the learning experience, and so they featured in all of the 30 Collaborative provision audit reports which were published between May 2005 and March 2007. Awarding institutions were noted to take care to ensure that learning environments for students studying through collaborative arrangements were at least adequate and fit for purpose, and in many cases equivalent or comparable to those experienced by on-campus students. For most awarding institutions, the nature and availability of learning resources was considered within the context of processes for the approval of collaborative partners and individual programmes. Granting of approval was dependent on learning resources being assessed as suitable, a decision which could be made by specialist staff from the awarding institution. A number of reports identify challenges for awarding institutions in ensuring that students studying through collaborative links had access to adequate levels of learning resources. Particular difficulties were encountered in relation to electronic resources because of copyright and licensing restrictions, but a number of awarding institutions were reported to have overcome this. In some other cases, awarding institutions were noted to have made commendable efforts to ensure that limited internet access for some students in overseas locations was not an obstacle to them pursuing their studies effectively. Monitoring of learning resources in many cases formed part of general monitoring and review processes, often carried out by link tutors. Awarding institutions were also aware of the need to seek feedback from students on their experiences of the resources available and to take action to remedy any deficiencies identified. The growth in use of virtual learning environments and other electronic resources was a theme through the audit reports. In several cases, they were identified to have enhanced the learning experience for collaborative provision students. Mechanisms for the dissemination of good practice between and across awarding and partner institutions, and shared opportunities to identify difficulties, were also noted to be of value in ensuring effective use of learning resources. It is clear from the Collaborative provision audit reports that the efforts made by awarding institutions to ensure students studying in collaborative arrangements were supported by suitable learning resources was in a state of development at the time of many of the audit visits. The planned changes were intended to build on an already generally positive picture

E-Learning as a Way to Tackle Fake News: A Case From Bulgaria

This paper intends to address the question: Does distance electronic learning contribute to quality education? It is argued that new opportunities for acquiring essential skills and tools necessary to tackle various challenges successfully are opened, with combating fake news being cited as a significant example. To substantiate our hypothesis, opinions from learners and teachers on two key issues were initially focused on: the effectiveness of distance electronic learning and levels of media literacy in Bulgaria. This was based on open sources, utilizing the results of four published surveys, media materials, and an international report. Some surveys broadly represent the country’s university population, while others reflect the opinions of students and faculty from a limited number of universities. A defined concept of fake news was then introduced and utilized throughout the study. Additionally, a case study was presented in Bulgaria, where 52 political science students studying Conflict Management were tasked with distinguishing between real and fake news during their online classes. Since fake news primarily proliferates through social media and the internet, the capacity to combat it must be developed within virtual environments. Existing e-learning platforms facilitate the implementation and practice of these skills, which continue to evolve

Editors’ Introduction

When we commissioned the authors to write for our book we anticipated that these practitioners, operating at the forefront of their respective fields, would stimulate and provoke debate about academic libraries now and in the future. When we read the chapters as they were delivered we were not disappointed. We hope the reader will be struck by two seemingly disparate aspects of their content. On the one hand each chapter is highly individual, not only in style and content, but also in approach and reflection. On the other hand common themes emerge: notably the opportunity afforded by technology (especially mobile technology), the importance of training and development for library staff, and evaluation, as well as the interdependence of teaching and research and the role technology plays in bringing these even closer together. To focus these synergies and differences we decided to use word clouds to introduce each chapter. As we ran each chapter through Wordle[1] we saw themes and patterns emerging; we hope that readers of the book will find this a useful and stimulating contribution to each chapter and the book as a whole. A word cloud for the entire book has been created for the cover, demonstrating in a very graphic way the breadth and depth of the content

Alternative learning technologies for developing capacity in animal breeding and genetics in middle and low income countries

In today’s world where scientific progress and development of new knowledge is increasing rapidly, middle and low income countries must be able to train and retain versatile researchers in the field of animal breeding and genetics able to analyze, adapt and use technologies, and possess strong social skills. A modernized blended learning approach with flexible organizational structures that allow the integration of face to face with virtual learning environments using various e-learning technologies needs to be adopted. However, electronic learning tools addressing situations and needs for animal genetic resource management in middle and low income countries are few, and several challenges hinder wide adoption of e-learning. This paper presents some experiences with e-learning tools in middle and low income countries, outlines opportunities for enhanced adoption of e-learning and identifies some gaps and questions that still need to be addressed to facilitate e-learning

Maximising Social Interactions and Effectiveness within Distance Learning Courses: Cases from Construction

Advanced Internet technologies have revolutionised the delivery of distance learning education. As a result, the physical proximity between learners and the learning providers has become less important. However, whilst the pervasiveness of these technological developments has reached unprecedented levels, critics argue that the student learning experience is still not as effective as conventional face-to-face delivery. In this regard, surveys of distance learning courses reveal that there is often a lack of social interaction attributed to this method of delivery, which tends to leave learners feeling isolated due to a lack of engagement, direction, guidance and support by the tutor. This paper defines and conceptualises this phenomenon by investigating the extent to which distance-learning programmes provide the social interactions of an equivalent traditional classroom setting. In this respect, two distance learning case studies were investigated, covering the UK and Slovenian markets respectively. Research findings identified that delivery success is strongly dependent on the particular context to which the specific distance learning course is designed, structured and augmented. It is therefore recommended that designers of distance learning courses should balance the tensions and nuances associated with commercial viability and pedagogic effectiveness

Maximising social interactions and effectiveness within distance learning courses : cases from construction

Advanced Internet technologies have revolutionised the delivery of distance learning education. As a result, the physical proximity between learners and the learning providers has become less important. However, whilst the pervasiveness of these technological developments has reached unprecedented levels, critics argue that the student learning experience is still not as effective as conventional face-to-face delivery. In this regard, surveys of distance learning courses reveal that there is often a lack of social interaction attributed to this method of delivery, which tends to leave learners feeling isolated due to a lack of engagement, direction, guidance and support by the tutor. This paper defines and conceptualises this phenomenon by investigating the extent to which distance-learning programmes provide the social interactions of an equivalent traditional classroom setting. In this respect, two distance learning case studies were investigated, covering the UK and Slovenian markets respectively. Research findings identified that delivery success is strongly dependent on the particular context to which the specific distance learning course is designed, structured and augmented. It is therefore recommended that designers of distance learning courses should balance the tensions and nuances associated with commercial viability and pedagogic effectiveness