Anne Gaines 1. Distance Learning Master's in Library and Information Science Programs: An Annotated Bibliography

Transcription

1 Anne Gaines 1 Distance Learning Master's in Library and Information Science Programs: An Annotated Bibliography Anne Gaines INFO 522: Information Access & Resources December 6, 2009

2 Anne Gaines 2 Introduction and Scope The following bibliography covers the incidence of distance education (DE) Master's in Library and Information Science (MLIS) degree programs. The articles touch upon the uninformed bias against degrees earned non-traditionally and how students were satisfied despite that bias. Several articles focus on specific schools and MLIS programs as case studies, including the LEEP program at the University of Illinois at Urbana-Champaign, the University of Florida, San Jose State University, the University of South Carolina, East Carolina University, the University of Pittsburgh, and Victoria University of Wellington, New Zealand. A few articles study the relationships among students and communication patterns that emerge between them in an online learning model, contributing to their success. The articles were collected with an emphasis on showing the proliferation of distance education programs and changing attitudes toward distance education in the MLIS field, which is especially important given the inherent bias against distance education degrees. These articles were published in America, Australia, and India between 1996 and Description Distance education programs for Library Science began in 1888, when Melvil Dewey requested correspondence courses for the training of more librarians in the field (Frey & Alman, 2004). Since then, demand for librarians has increased to such a level as to require many different distance programs all over the world to accommodate them. Despite the prevalence of the programs, of perhaps because of them, distance education MLIS degrees are sometimes looked upon as not as good as traditional, on campus programs (Kin & Kusack, 2005). Even though some employers see distance education graduates as inferior to their on campus equivalents, graduates from these programs are satisfied with their education and the opportunities they created for themselves by earning them (Wilde & Epperson, 2006).

3 Anne Gaines 3 Summary of Findings Distance education (DE) is defined broadly as any off-campus or off-site learning mediated by technology (Kim & Kusack, 2005). DE programs in Library Science have been in existence for over a century, since the founder of Library Science education in America began one in the subject in 1888 (Frey & Alman, 2004). At the time, distance education was limited to land transportation by horse or by train of materials between professors and students. However, as technology advanced, so did the capabilities of MLIS programs. South Carolina used satellite communications in the 1980s (Walling, 1996), and Illinois offered courses online in the 1990s (Kazmer, 2006). Also in the 1990s, San Jose State University began offering distance LIS courses through television transmissions (Woolls, Dowlin, & Loertscher, 2002). The increasing prevalence of distance education LIS degrees provides a wealth of opportunities for students who would otherwise not been able to complete their education. Since the Internet is so ubiquitous and available to almost everyone, distance education has improved the delivery of Library Science programs to under-served areas (Chandler, 2001). The most rural areas, hidden away from universities and available master's programs are able, via distance education, to train capable librarians and information professionals. In fact, a main benefit of East Carolina University's LIS program was it's ability to serve the rural residents who had no other opportunity to earn a professional degree (Mellon & Kester, 2004). Also, since these rural students are more likely to stay in their home regions, distance education is bringing trained information professionals to rural areas, traditionally without capable librarians. Since distance education in Library Science is becoming more popular, it is becoming a viable option for many potential students. One study found that the majority of students who choose distance education over traditional on-campus education did so because they wouldn't need to relocate or quit

4 Anne Gaines 4 their jobs (Wilde & Epperson, 2006). This preference for distance education is mostly due to the fact that the majority of distance education students are working adults with families and responsibilities that tie them to their current locality. Despite all of their simultaneous workloads, distance education students persist in the face of tremendous pressure. In fact, one study of LIS distance education program students found that despite several common problems with distance learning including isolation and problems with technology and time management, students persisted because of support from family and friends and a personal drive and determination to complete the degree they sought out (Bunn, 2004). One of the most commonly helpful elements for students succeeding in a distance education Library Science program is community building. It is already known that students work better and succeed easier when they have a support system of friends and family (Bunn, 2004). However, students tend to take this support system and extend it to each other. For example, in the University of Pittsburgh's distance LIS program, students responded positively to the required on-campus sessions every semester because it helped to foster a sense of community (Frey, Alman, Barron, & Stevens, 2004). This community and communication between students helped them to succeed individually and as a whole in group projects. One study found that the creation of social ties and communication between students in distance education programs created students who preformed better than students who were isolated or without communication between students (Kazmer, 2006). However, since these community ties are temporary, they dissolve once the individual class is over and upon graduation. Although DE Library Science programs offer extensive benefits to students, some believe distance education to be inferior to traditional learning. Several studies found that students achieved similar, if not superior educations from distance education programs in comparison to conventional teaching methods and yet, some employers still harbor some bias against distance education programs

5 Anne Gaines 5 (Kim & Kusack, 2005). Those employers are concerned about the quality of distance education programs and the limited opportunities to develop social and communication skills present in traditional on-campus programs which are necessary for library professionals. This apprehension on the part of employers is easily assuaged by the addition of volunteering or community involvement on the recent graduate's resume. One article even found that many Library Science DE students were offered jobs before graduation (Clayton, 2003). Even though some may argue that distance education LIS programs are inferior, the graduates of these programs are satisfied and gaining employment. One study of students at the University of Pittsburgh found that students were positively satisfied with their learning experience in the online program (Frey, Alman, Barron, & Steffens, 2004). The learner comments showed that since most students in the online LIS program were working adults with families, they appreciated clear expectations and up to date course materials. In a survey of Library Science graduates, it was found that almost 75 percent of responding graduates were working in libraries while they went to school (Wilde & Epperson, 2006). Whether they were working in a library previously, or began working there because of their education, it is clear that libraries are willingly hiring distance education students and graduates. Today, more than eighty percent of Library Science schools offer some sort of distance education program (Wilde & Epperson, 2006). The growth of technology and the growing need for professionally trained information professionals is contributing to the increase of distance programs, and allowing new opportunities for minorities and rural populations to gain an education they would otherwise be unable to receive. With such flexibility of time and space, earning an MLIS degree is appealing to many aspiring librarians and current library professionals looking to be promoted. Despite some bias against the practice of distance education, the format is effective in creating educated,

6 Anne Gaines 6 successful librarians. Bibliography Entry 1: Bunn, J. (2004) Student persistence in a LIS distance education program. Australian Academic & Research Libraries, 35(3), 253. Abstract: In a series of focus groups, past and present distance students of the Master of Library and Information Studies (MLIS) at Victoria University of Wellington, New Zealand, were interviewed to establish which factors they believed enabled them to persist with their program. Related issues, such as reasons for enrolling, expectations, and barriers to learning, were also explored. The students identified receiving support, managing the workload, and personal factors as the key elements that helped them to persist with their studies. In addition, Auckland-based participants believed that they benefited considerably from regular face-to-face contact with tutors and fellow students. Annotation: A study of how and why MLIS distance education students persisted in the program despite all of the common problems with distance education programs (isolation, problems with technology, time management, etc.). What encouraged them to continue was: support from other students, family, friends and work colleagues; successful time management; and a personal drive or determination to finish. Also, the study found that for students located in Auckland, their formed community of students served to encourage each other and create a support group not found with other students. Search Strategy: I searched this database using several different keyword combinations and phrases. Database: Academic OneFile Method of Searching: Keyword Searching Search String: distance education and library science Entry 2: Chandler, Y. (2001) Reference in library and information science education. Library Trends, 50(2), Abstract: Technology has affected the reference and information culture in libraries. With the increasing scope of information transfer, users have higher service expectations of library and information science professionals. The emergence of a digital information environment has changed the century-old role of the reference professional. After the rise of the internet, many skeptics foresaw the end of a need for librarians, particularly those working in traditional positions such as reference. Nevertheless, data from the Bureau of Labor Statistics indicates an increase in the number of information professionals by the year Reference professionals are becoming more not less

7 Anne Gaines 7 essential. Graduate programs must examine the curriculum for reference and information access professionals. Greater access to information sources by users has highlighted the need for reference and information professionals to develop new skills including more technological knowledge, a better understanding of user information-seeking, new instructional techniques, and better communication skills. In addition to live classroom instruction, most schools offer reference and information access courses to a more diverse student body by employing distance-learning technologies. Annotation: Although this article focuses mainly on the changing role of reference librarians, it also offers a perspective of distance learning Library Science schools. The author argues that distance education LIS programs remove geographic boundaries of information science education. However, to succeed in a distance education program, one must possess computer skills, literacy and discussion skills, time management skills, and interactive skills. Search Strategy: One of a series of general keyword searches using different phrases in the Web of Science database. Database: Web of Science Method of Searching: Keyword searching Search String: distance education, library science Entry 3: Clayton, M. (2003, April 8) Outlook mixed for nation's librarians. Christian Science Monitor, p. 16 Abstract: Master's-degree programs in library science continue to attract applicants, but the job picture is up and down. Annotation: Discusses the high demand for school librarians as many retire. Many students in distance education LIS programs have already landed jobs despite not being finished with their degrees because of the intense need for librarians. However, this comes with a smaller budget for many schools who have had to replace trained librarians with volunteers. Search Strategy: Performed a basic keyword search in a newspaper database. Database: Gale Group National Newspaper Index (DIALOG) Method of Searching: Keyword searching Search String: s library(w)science Entry 4: Frey, B., Alman, S., Barron, D. & Steffens, A. (2004) Student satisfaction with the online MLIS program at the University of Pittsburgh. Journal of Education for Library and Information Science, 45(2),

8 Anne Gaines 8 Abstract: Through the past century, LIS distance education programs have progressed from correspondence to interactive television to online delivery. LIS educators and students embrace the technology and closely monitor the quality of instruction. This study measured students' satisfaction with the new online Master's Degree in Library and Information Science (MLIS) program at the University of Pittsburgh. Following a review of literature, focus group sessions were used as formative evaluation. Guidelines for the focus groups included identifying a clear purpose, using an experienced facilitator, and maintaining consistency across the groups. Student feedback is summarized in five themes: (1) general program issues, (2) course issues, (3) communication/interaction issues, (4) oncampus orientation issues, and (5) technology issues. Results of the focus groups reflected students' high satisfaction with the MLIS online program and valuable suggestions for program enhancement. Revisions made to the FastTrack program are discussed. Ten recommendations for planning and teaching future online courses are presented. Annotation: Discusses the transformation of the University of Pittsburgh's MLIS FastTrack program from snail mail to web-based interaction. Provides a brief history of distance education LIS programs as a whole. Overall, students were satisfied with the FastTrack program, but there were some issues, including: a desire for more communication and the ability to contact just one person who could listen to their issue and direct them to the proper place, more feedback on student work and a clear grading criteria, more instructor involvement in discussions online, and a clear establishment of prerequisite technological skills be addressed prior to the start of the program. Students enjoyed the sense of community in the required on campus sessions and felt that blackboard was easy to use. Search Strategy: After a failed search for a specific volume of the Journal of Education for Library and Information Science, I browsed the findings. Database: WilsonWeb Method of Searching: Browsing Search String: N/A Entry 5: Gopakumar, V & Baradol, A. (2009, May) Assuring quality in distance education for library and information science: The role of the library. Library Philosophy and Practice, p. N/A. Abstract: Face-to-face interaction between students and faculty in classrooms of educational institutions is traditional and widespread. This conventional system of education cannot accommodate all aspirants, whose numbers are ever increasing. This has resulted in devising alternative methods of education to satisfy demand. Hence, in addition to the conventional methods of instruction conducted in the premises of educational institutions, many colleges and universities have started offering education programs to the students in off-campus locations. Internationally, the mode of providing courses through non-formal methods has many manifestations, which are described using a variety of terms, including distance education, distance learning, off-campus education, open learning, flexible learning, extended learning, and so on. A common factor in all these methods is the separateness of the learner from the institution that imparts the education.

9 Anne Gaines 9 Annotation: A summary of the educational system of LIS students in India who are distance learners. Points out the lack of available resources and provides information on the different means and ways to make a distance education program work. Search Strategy: When I entered my keywords and selected subject as the field, I then browsed through the possible subjects to select these two. This article was the first on the list. Database: Academic OneFile Method of Searching: Controlled vocabulary search Search String: (su (distance education)) and (su (library science)) Entry 6: Haley, C. (2008) Online workplace training in libraries. Information Technology and Libraries, 27(1), 33. Abstract: This study was designed to explore and describe the relationships between preference for online training and traditional face-to-face training. Included were variables of race, gender, age, education, experience of library employees, training providers, training locations, and institutional professional development policies, etc. in the library context. The author used a bivariate test, Kruskal- Wallis test and Mann-Whitney test to examine the relationship between preference for online training and related variables. Annotation: Discusses the relationships between the preference for online or traditional education and variables like ethnicity, gender, age, educational level and years of experience, and also the training locations, training budgets provided by the institution, and professional development policies of the workplace. The study found that the preference for online training was only in correlation to the distance to the training facility and the budget of the institution. Search Strategy: Expanding off of my previous use of browsed subject headings, I added several other subjects to create more of an available field of searching. Database: Academic OneFile Method of Searching: Controlled Vocabulary Search Search String: ((su (distance education)) or (su (online education))) and ((su (library science)) or (su (libraries)) or (su (library education)) Entry 7: Haythornthwaite, C. (2001) Exploring multiplexity: Social network structures in a computer-supported distance learning class. Information Society, 17(3),

10 Anne Gaines 10 Abstract: A computer-mediated group is a complex entity whose members exchange many types of information via multiple means of communication in pursuit of goals specific to their environment. Over time, they coordinate technical features of media with locally enacted use to achieve a viable working arrangement. To explore this complex interaction, a case study is presented of the social networks of interactions and media use among members of a class of computer-supported distance learners. Results show how group structures associated with project teams dominated who communicated with whom, about what, and via which media over the term, and how media came to occupy their own communication niches: Webboard for diffuse class-wide communication; Internet Relay Chat more to named others but still for general communication across the class; and primarily for intrateam communication. Face-to-face interaction, occurring only during a short on-campus session, appears to have had a catalytic effect on social and emotional exchanges. Results suggest the need to structure exchanges to balance class-wide sharing of ideas with subgroup interactions that facilitate project completion, and to provide media that support these two modes of interaction. Annotation: Argues for mandatory face to face meetings, but this doesn't seem to work for all distance students, who may be across the country. Each different medium in the program connected students in a different way and allowed them to accomplish multiple goals. Examines communication methods and patterns between class members in a graduate level distance class. It is essential for success in such a class that student have sustained contact. Argues for a proper balance between group interaction and class interaction. Search Strategy: After reading a rather comprehensive article, Kazmer's 'How do student experiences differ..., I browsed its footnotes to find this article. Database: Web of Science Method of Searching: Footnote chasing Search String: N/A Entry 8: Kazmer, M. (2006) Creation and loss of sociotechnical capital among information professionals educated online. Library and Information Science Research, 28(2), Abstract: One goal of library and information science (LIS) education is for graduates to engage with the profession and interact with one another throughout their careers. The increase over the last decade in online distance learning options for LIS students presents a challenge to educators with respect to this goal: are students who earn the degree online sufficiently connected with one another to encourage the growth of lasting and productive professional networks? This article examines this question by looking at creation and loss of sociotechnical capital among LIS distance education graduates. The findings indicate that LIS educators should consider sociotechnical capital issues at the individual, interpersonal, and cohort level to support shared, lasting professional contributions. Annotation: Social capital of online LIS students is left behind in the digital world upon graduation. Through a study of graduating students of the University of Illinois at Urbana-Champaign's LEEP

11 Anne Gaines 11 program, the author discusses the importance of the creation of social ties in the online program and the eventual dismantling of those social ties upon completion of the program. Search Strategy: After reading Kazmer's How do student experiences... article, I looked it up again in the Web of Science database and searched for related records. Database: Web of Science Method of Searching: Browsing Search String: N/A Entry 9: Kazmer, M. (2007) How do student experiences differ in online LIS programs with and without a residency? The Library Quarterly, 77(4), Abstract: As more librarians earn master s degrees online, it is important to understand how their educational experiences affect their professional practice. A crucial aspect of online learning is the residency: the time distance learners spend on campus, bonding together and with their educational institutions. Residencies are not practical or preferable for everyone. Some library practitioners would find it difficult to serve their constituents consistently if they left their posts for even brief residencies. Comparing student experiences in two online LIS programs, one with and one without a residency requirement, provides insights into the differences between them. Students in the program without a residency had less sense of community, found group work less successful, and built fewer friendships among their student colleagues; they built professional and support networks among local professional colleagues. Programs without a residency offer benefits for students and communities, for example, by providing the only means of professional education for paraprofessionals in underserved communities. Annotation: This study compares the University of Florida's distance education LIS program with that of the University of Illinois at Urbana-Champaign and it's LEEP program. The article states that online graduate students in distance programs which require a residency gain more beneficial experiences than students without a residency. Residency programs fostered a sense of community, that may or may not influence the academic performance of the student. However, programs without residencies are still beneficial and should not be overlooked. Search Strategy: Searched a database that would have information about my topic and used a specified keyword search. Database: Library Literature and Information Science (DIALOG) Method of Searching: Keyword searching Search String:? s (distance(w)education or online(w)education or distance(w)learning) and (library(w)science or librarian?) Entry 10:

12 Anne Gaines 12 Kim, H. & Kusack, J. (2005) Distance education and the new MLS: The employer's perspective. Journal of Education for Library and Information Science, 46(1), Abstract: Distance Education (DE) is playing an increasingly central role in the education and training of librarians. Despite its growing importance, there is little research into the reaction of library employers to these programs and their new graduates. For this study, a questionnaire survey was conducted with 202 libraries that posted job advertisements to the LIBJOBS mailing list for an entrylevel or low-level professional librarian position. The survey leads to several observations. First, despite the fact that distance programs have greatly increased over the last decade, the impact of DE on the professional librarians' job market is still relatively insignificant. Second, a large majority of library employers do not differentiate between distance and traditional graduates. Nonetheless, some library employers are concerned about the quality of DE programs and the limited opportunities to develop social and communication skills. Finally, many library employers believe that practical library experience should be an essential part of DE programs. Annotation: Since distance education is still relatively new, it has not impacted the workplace. However it is not always known to a prospective employer whether or not the applicant has a degree from a distance education program. Most employers don't differentiate between distance education and traditional education degrees, but some are concerned about the quality of education, which may be due to a bias or a lack of information on the topic. The authors emphasized that practical library experience is essential for landing a job. Search Strategy: After a failed search for a specific volume of the Journal of Education for Library and Information Science, I browsed the findings. Database: WilsonWeb Method of Searching: Browsing Search String: N/A Entry 11: Mellon, C. & Kester, D. (2004) Online library education programs: Implications for rural students. Education for Library and Information Science, 45(3), Abstract: The primary purpose of this study was to identify and examine the unique needs of library education graduate students from a rural working population in eastern North Carolina. The data for this study were collected formally and informally over a five-year period. Methods used included observation, interview, faculty discussion, informal interaction, student surveys, and documentation of personal experience, plus action research. Examination of the data identified five issues basic to the importance and success of online graduate programs for rural working adults: student reaction to online teaching, motivating faculty to develop online courses, recruiting and mentoring faculty as online teachers, providing technical assistance to students, and creating an electronic community for student interaction. The study has significance for both library education for rural students and for educating faculty to work in universities serving large rural regions. It provides a model describing the elements

13 Anne Gaines 13 necessary to develop and maintain effective online library education programs and examines why such programs are important in serving the educational needs of a rural region. Moreover, it suggests a way in which the shortage of school librarians in rural regions can be addressed. Annotation: This article discusses the role that East Carolina University's LIS program plays in offering education to students who could not get it otherwise. This is especially important to rural areas which are often without skilled information professionals. Search Strategy: After a failed search for a specific volume of the Journal of Education for Library and Information Science, I browsed the findings. Database: WilsonWeb Method of Searching: Browsing Search String: N/A Entry 12: Oder, N. (2001) LIS distance ed moves ahead. Library Journal, 126(16), 54. Abstract: Programs proliferate, with various features, but online instruction brings challenges. Annotation: Discusses the increasing popularity and demand for distance education LIS programs. Search Strategy: Searched Academic OneFile for the keywords in different phrases and combinations. Database: Academic OneFile Method of Searching: Keyword Searching Search String: distance learning and mlis Entry 13: Walling, L. (1996) Going the distance: Equal education, off campus or on. Library Journal, 121(20), Abstract: Students may meet face to face only at graduation, if they meet at all, during their studies at the College of Library and Information Science (CLIS) of the University of South Carolina. Still, they recognize voices, and they know something about each others' personalities and interests. They communicate with the instructor and each other during televised classes, at site visits, on class listservs, via , telephone, audio bridges, and snail mail. Many work well together across state lines. The term for their experience is distance education (DE), and it means many different things to library educators and practitioners. Despite tremendous advances in both technique and technology, many still believe DE is somehow inferior to resident learning on a university campus. What follows here is the view from CLIS, describing why we believe that DE provides library education that is

14 Anne Gaines 14 clearly the equal of that delivered by any other means in any other place and in some ways gives the student an even richer educational experience. Annotation: The CLIS program at the University of South Carolina began a TV correspondence course for its LIS program, first in South Carolina, then expanding into Georgia and West Virginia. This article recounts the growth and maturation of the graduate distance program as new technology became available and demand increased. Provides testimony from employers of CLIS graduates. Search Strategy: I was doing an early search of main databases, only working with keywords. However I wanted to limit my searches to online library science programs, rather than libraries who assist online programs. Database: ERIC (DIALOG) Method of Searching: Keyword searching Search String:? s (distance(w)education and library(w)science) not online(w)librar? Entry 14: Wilde, M. & Epperson, A. (2006) A survey of alumni of LIS distance education programs: Experiences and implications. The Journal of Academic Librarianship, 32(3), Abstract: A growing number of American Library Association (ALA)-accredited library schools are offering distance education graduate programs, sparking a debate about the quality and acceptance of such degrees. Alumni of distance education Library and Information Science (LIS) programs were surveyed about their distance education experiences. Survey results and implications for the library community are discussed. Annotation: A discussion with distance education LIS graduates about their experiences after graduation. The authors pointed out that distance education could provide opportunities otherwise unavailable to minority groups. Plus, distance education LIS degrees could be a key factor in recruiting skilled librarians to traditionally under-served areas. Flexibility of time and space was the main motivator for students enrolling in the distance LIS programs. Technological problems, a lack of face to face interaction, and missed professional opportunities were not enough to dissuade students from earning a distance education degree. Search Strategy: After a failed search for a specific volume of the Journal of Education for Library and Information Science, I browsed the findings. Database: WilsonWeb Method of Searching: Browsing Search String: N/A Entry 15:

15 Anne Gaines 15 Woolls, B. & Dowlin, K. & Loertscher, D. (2002) Distance education: Changing formats. Electronic Library, 20(5), Abstract: Beginning with interactive television transmission (ITT) to an offsite campus at CSU Fullerton, the School of Library and Information Science (SLIS) at San Jose State University (SJSU) has been providing distance education to students in California for more than ten years. While ITT continues to be employed at SLIS, faculty members are moving into Web-assisted and Web-based courses in the Master of Library and Information Science degree program. This article provides background information, the current program, and compares research conducted elsewhere with research undertaken at SJSU. The problems to be overcome and their solutions both proposed and actual are given. Annotation: A study of how the interactive television transmission (ITT) system at San Jose State University made distance education a worthwhile and highly functioning system. The problems, however, turned many away from the televised instruction and toward web-based education instead. SJSU believes that their system worked very well, especially to increase interaction among students. Search Strategy: I searched Web of Science for keywords then limited the subject areas to Information Science and Library Science. Database: Web of Science Method of Searching: Keyword searching Search String: distance education, library science